Euronet-PBL: Education, Practice & Research
Promoting Practice-Based Learning in the Higher
Education provisions for Business Administration,
Engineering and Vocational Teacher Education
Project Number: 142236-LLP-1-2008-1-DE-ERASMUS-ECUE
Grant Agreement: 2008 – 3211/ 001 – 001
Deliverable D6:
Compilation of the exemplary students’ projects
presented by the university partners
This project has been funded with support from the European Commission.
This document reflects the views only of the author, and the Commission cannot be held responsible for
any use which may be made of the information contained therein.
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Contents
Introduction
Section 1: The German case descriptions (students’ projects)
Example 1.1 The project of student AM in the company AMB
Example 1.2 The project of student AW in the company HM
Example 1.3 The project of student DB in the company DT
Example 1.4 The project of student SA in the company AS
Example 1.5 The project of student BK in the company AB
Example 1.6 The project of student MM in the company SchST
Section 2: The Turkish activity descriptions (students’ activities)
Example 2.1 Turkish student activities in the phase of preparing the CAPs
Example 2.2 Turkish student activities and the support arrangements of CAP
Example 2.3 Turkish student activities and the reporting of CAP
Example 2.4 Turkish student activities and the assessment of CAP
Section 3: The Norwegian case descriptions (students’ projects)
Example 3.1 The report of the student MA and an interview on his Praksis placements in two
companies
Example 3.2 The report of the student JT and an interview on his Praksis placement in the
company E
Example 3.3 The report of the student JL and an interview on his Praksis placement in the
company S
Example 3.4 The report of the student OH and an interview about his Praksis placement in the
company LB
Example 3.5 The report of the student AIL and an interview about her Praksis placement in the
company JBV
Section 4: The Danish case descriptions (students’ projects)
Example 4.1 The project of the student K in the company M: Regulation of an electrical motor
Example 4.2 The project of the student P in the company B: Group development in the
company B, producer of marine equipments
Example 4.3 The project of the student L: Evaluation of training courses in the company C
Example 4.4 The project of the student S: Communication and change in the department of a
hospital
Example 4.5 The project of the student S at the company V: Developing the arrangements to
guide visitors through a complex waste management plant
Section 5: The Irish case descriptions (students’ placements)
Example 5.1 The report on the placement of the Engineering student EC in the company AD
Example 5.2 The report on the placement of the Engineering student DM in the company ISC
Example 5.3 The report on the placement of the Engineering student AS in the company DSFA
Section 6: The Slovenian case descriptions (interviews on students’ projects)
Example 6.1 Interview with student DV: Overview on the Praksa arrangement
Example 6.2 Interview with student PC: Self-organised distance work in a virtual organisation
Example 6.3 Interview with student MV: Learning and working with e-resources
Example 6.4 Interview with the student RM: The role of supervisors and mentors
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Introduction
This document is a compilation of the examples of students’ projects that have been selected
and presented by the university partners of the Erasmus multilateral project Euronet-PBL. It
has been produced as the Deliverable 6 and as the basic material for the other field activities
of the project. The Euronet-PBL project has studied practice-based learning arrangements in
universities and higher education institutes in six countries (Germany, Denmark, Ireland,
Norway, Slovenia and Turkey). Originally the project chose to focus on three academic
domains: Vocational teacher education, Business administration and Engineering studies.
However, for practical reasons the country-specific samples that are presented below include
also cases from an interdisciplinary Master programme in Management (Denmark) and from
an interdisciplinary Bachelor programme in Social informatics (Slovenia).
The case descriptions have served as the basic material to analyse, how practice-based
learning arrangements have been planned, prepared, implemented, evaluated and reviewed
in the study programmes. They also provide insights into the role of universities (faculties
and support services) and of company representatives (mentors and supervisors). They also
make transparent the characteristics of students’ workplace-oriented learning or
organisational learning within such arrangements. In this respect the case descriptions have
helped the project to draw attention to common features of practice-based learning.
However, the material brings into picture the differences between the approaches to practicebased learning in the participating universities. In some universities the role of practice-based
learning has been relatively marginal and the role of students’ learning at workplace contexts
has not been taken into account in other parts of the curriculum. Therefore, the students are
not expected to produce in-depth analyses on the basis of such learning periods. In other
universities the role of practice-based learning has become more central and the learning at
workplace contexts has been integrated to major projects within the curriculum.
Consequently, the students are expected to produce extensive reports that demonstrate their
capability to identify, analyse and solve real life problems (on the basis of their own knowhow).
The materials that have been presented by the Euronet-PBL partners have to be considered
in the light of the above presented background. Also, the measures that have been taken by
the partners to process the raw material vary according to the needs and possibilities to use
the material for further developmental purposes. In this respect it is appropriate to make the
following remarks:
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The German vocational teacher education programmes include several Praktikum
projects. These are documented via students’ extensive individual reports (in German).
For the Euronet-PBL project six such reports have been examined and the project team
has produced shorter secondary analyses (see the Examples 1.1 – 1.6 below). Then the
students have been interviewed on the basis of these secondary analyses (see the
Compilation of stakeholder interviews, Deliverable 7). The German project team has also
produced six video interviews with students that have completed their practice-based
learning phases at a later phase. Finally, some secondary analyses of later students’
projects have been included into the report “Common PBL framework”, Deliverable 11).
The Turkish MBA students’ final phase of studies has been organised by allocating
teams of MBA students’ to companies that have made proposals to host Company Action
Projects (CAP). The Turkish university partners from Sabanci University have chosen to
provide “phase descriptions” that give detailed insights into the way that the students’
activities have been embedded into university curriculum (and in what way seminars,
workshops and support measures are linked to CAPs). Some interviews of former CAP
students (currently managers of partner enterprises) have been included into the
Compilation of stakeholder interviews (Deliverable 7).
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The Norwegian students in vocational teacher education programme are required to
go through a work experience placement. The aim of this placement is to broaden the
range of work experience beyond the original occupational background of the students.
Thus, the students do not produce intensive reports on their Praksis placements.
However, the Norwegian project team has interviewed several students and produced
extended case descriptions that also draw upon these interview sessions.
The role of practice-based learning in the Danish partner university has been
overshadowed by unsettled conflicts and financial issues. Therefore, only one clear case
could be presented from the Bachelor programme in engineering studies. For getting a
broader range of examples the Danish partner included cases from an interdisciplinary
Master programme in Management. Here, also case descriptions that are presented
below draw upon the secondary analysis of written reports and on interview sessions with
the students that have produced the reports.
In the Irish partner university cooperative learning placement (COOP) is mandatory for
all Bachelor students. The management of the COOP placements has been handed over
to a special service organisation of the university. The COOP service is primarily
responsible of the contacts with the students and the companies regarding the COOP
placements. The role of faculties is not very central. In this respect the Irish partner has
produced case descriptions based on the reports for the COOP service and interviews
with the students.
In Slovenia the project was looking for cooperation with an MBA programme that would
have had similar arrangements as the Turkish partner university. However, when the
project started, the initial partner university had closed the MBA programme. As it
was difficult to find an alternative solution with the same university, another university
was engaged as a sub-contractor. For practical reasons the study programme of Social
informatics was chosen for the analyses. However, in this programme the main interest in
practice-based learning is to involve students in development-oriented analyses and in
further development of working with ICT-resources. In this respect (and due to time
constraints) the material is based on interviews with students.
Altogether, the samples that are presented below provide a wide range of examples that
illustrate diverse practice-based learning arrangements. In the Euronet-PBL project this
material has provided the starting point for organising evaluation workshops and for carrying
out comparative analyses. These have led to the phase of discussing common conclusions
and possible recommendations. These discussions have been supported by valorisation
workshops. All these further steps are reflected by the other deliverables of the project.
On behalf of the coordination team
Pekka Kämäräinen
ITB, University of Bremen
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Section 1: The German case descriptions (students’ projects)
Example 1.1 The project of student AM in the company AMB:
Exploring critical factors vocational teaching/learning processes
and developing support measures
1. Introduction
This case description is essentially based on the information that has been declared by the
student AM on his practice-based learning placement (Praktikum) at the company AMB in
the context of his Master studies for VET teacher education. Below, the student’s report has
been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
1. Preparation of the student’s project
The report gives a relatively clear impression, how the initial contact with the company was
made and how the student negotiated different options regarding his tasks with the
responsible company representative. On the basis of some additional information on behalf
of the university and with reference to internal talks in the company the student’s initial
proposal (a cost-benefit analysis with the QEK tool) was rejected and instead the student
tailored a more specific work programme in accordance to the priorities of the company.
The working context of the student AM was exceptional since he was able to combine the
Praktikum at the local vocational school and at the company AMB. For other students these
Praktika were normally separate projects that were completed independently of each other.
However, in this case it was agreed that the student during his Praktikum period can spend
two days of the week observing teaching and learning at the vocational school and three
days of the week observing training and learning at the workplace. Because of the school
holidays the last week of the Praktikum period was completely dedicated to observations and
analyses at the company AMB.
Concerning the launch and the implementation of the project the report does not give
indications, what the role of the preparatory and accompanying seminars may have been.
This may have seemed redundant because the student’s project was clearly tailored to
match the needs of the company. Yet, even in such cases it is of interest to find out, how the
possibility to share information on different companies, training arrangements and students’
tasks (and the feedback from university representatives) may have influenced the
implementation of the student’s project.
The student combined two different Praktika into one integrated project. Yet, the separate
report on the Praktikum at enterprise gives a clear insight on the progress of the student’s
project on the company side and in some interface areas where vocational school teachers
were involved as interviewees.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was based on several discussions with the
responsible company representative and on the following conclusions:
1) The QEK tool had already been used to analyse another training programme in the
company and it was not considered as a priority to repeat this exercise.
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2) The theme ‘cooperation between learning venues’ was considered too abstract and there
was a need to have a more specific theme.
3) The company had been concerned of the learning difficulties of several trainees in
mathematics and physics. Therefore the company had organised special provisions of
supporting teaching to overcome such difficulties. Now, this support could no longer be
continued and there was a need to review the situation.
These points were clearly expressed in the discussions in which the company representative
specified the wishes of the company. However, the student had the liberty to propose
specific measures how to analyse the situation and how to develop new solutions. (Partly
these tasks were carried out as direct implementation of the enterprise Praktikum; partly they
were taken into account in his parallel contribution to the school Praktikum.)
The implementation of the student’s project was led by the student himself on the basis
of the following key measures:
a) Analysis of the learning problems of the trainees and of the impact of the additional
support teaching provided by the company
Firstly the student tried to get information in what content areas a clear need for additional
support teaching had been identified. For this purpose he observed the teaching and training
for a specific cohort of trainees. Secondly, the student tried to get information on the
effectiveness of the hitherto practiced support teaching. Foe this purpose he organised a
small test that he developed in collaboration with the teachers and trainers.
b) Mapping vocational teachers’ views on the learning difficulties of the trainees and
on possible ways to overcome them
The student was concerned of the insular and remedial character of the company-provided
support teaching. Therefore, the student had discussions with the vocational school
teachers. In this context he wanted to reach all teachers in the subject area of mathematics
and physics to explore possible solutions for overcoming the learning difficulties.
c) Comparative observations of the teaching/training styles and of the trainees’
learning behaviour
As a part of his school Praktikum the student had observed the teaching styles of the
vocational school teachers X and Y. As a part of his enterprise Praktikum the student
observed the training style of the in-company trainer Z. In the context of his both Praktikum
projects the student observed and analysed the learning behaviour of the trainees B. and L.
In the context of this commentary note it is not necessary to go into details of the analyses
and of the test that was developed. For practical reasons the next section informs firstly of
the results of the discussions with the school teachers, secondly proceeds to the analyses on
the learning difficulties and then gives a picture of the observations on the trainer’s training
style and of the trainees’ learning behaviour.
3. Documentation and reporting of the results
a) Documentation of the interim steps
The student carried out the discussions with the vocational teachers without a standard grid
and raised some key points to be considered when setting the observations on learning
difficulties into context. Regarding the other tasks the student based his work on the following
tools and interim documents (attached as annexes to the report):
Annex 1: Notes on the initial talks with the company representative
Annex 2: Part A of the test of the mathematical knowledge of the trainees
Annex 3: Part B of the test of the mathematical knowledge of the trainees
Annex 4: Results of the tests
Annex 5: Models for observation sheets for observing the teaching/training styles and the
learners’ behaviour
Annex 6: Filled observation sheets for analysing the teaching/training styles and the
learners’ behaviour
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b) Reporting on the results
Below some remarks on the results of the discussions, observations and analyses are
reported in a nutshell.
b1) Discussions with the vocational school teachers
As has been indicated, the discussions were carried out without a grid, more as a free
reflection on the learning processes and learning difficulties of the trainees. The teachers
responded to the opportunity with a positive openness and with an effort to trace the reasons
for learning difficulties. The main points that were mentioned were the following ones:
 The trainees have a heterogeneous background regarding their prior school curricula and
learning achievements. Some of the trainees may have completed the Gymnasium and
achieved the university entrance qualification whereas most trainees come from the lower
and medium tracks of compulsory education (Hauptschule and Realschule).
 Due to recent revision of curricula two essential content areas – technical drawings
(Technisches Zeichnen) and applied mathematics (Fachrechnen) – have lost their status
as obligatory subjects. As a reaction, there has been a movement to strengthen the role
of the content area ‘technical drawings’ as one of the mandatory elective subjects.
 The teachers are often confronted with ‘learning as it is in the book’. On the one hand this
is reacted to lacking capability to transfer learning results (e.g. knowledge of a formula) to
closely matching situations (application of the formula).
 The teachers identified several areas of mathematic learning and use of mathematic
knowledge that were examined in the tests.
b2) Results of the tests and conclusions concerning the future support teaching
Without going into details of the test results of different trainee cohorts it is worthwhile to note
that both cohorts (the 2nd year and the 3rd year trainees) had similarly bad results in all areas
of learning. This is an argument for re-introducing the supporting teaching. However, the
results also indicate that the hitherto arranged support teaching has not been effective
enough to overcome the learning problems that the trainees have due to bad school
performance in mathematics. This speaks for a more systematic approach to targeted
support that deals with the critical issues. The hitherto arranged crash courses have provided
trainees short-term hep due to which they have managed the tasks in interim examinations.
However, this has not led to sustainable improvement in their learning and n the utilisation of
mathematic knowledge. Therefore, the conclusion was to propose to dedicate a regular time
slot of the company-specific training time (1,5 hours a week) for discussing and clarifying the
role of mathematical knowledge in company-specific work situations.
b3) Observations on the teaching/training styles and of the learning behaviour
In this context it is worthwhile to note that the use of the same observation grid made it
possible to identify communication problems, lack of the use of media and clinging to frontal
teaching as key weaknesses in the training style of the observed trainer Z. The weaknesses
were aggravated by the fact that both observed vocational school teachers X and Y were
making efforts to be more communicative and to make more use of media. In this respect it
was understandable that the trainer’s instructions often caused difficulties that had to be
overcome by repeating the instructions (which were the given with even less motivating and
inspiring tone).
When observing of the two selected trainees the student could observe that the more schoolcompliant learner B had more problems in carrying out the workplace-related learning tasks
without external support. This also changed his picture among the peer learners (being an
active and supportive learner in the school context but being on that needs support from
others in the workplace context). As a contrast, the school-resistant learner L. became an
active and committed learner in the workplace context – and also willing to support the
learning of others who had difficulties with their work-related learning tasks.
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4. Reflection on the project results
The student’s report is concluded with reflection on his learning experiences and on possible
measures that can be taken to utilise his work. These will be outlined below.
As the main points of the student’s own reflection it is worthwhile to note the following ones:
 On a general level a Praktikum in an enterprise is a unique opportunity to familiarise
future vocational school teachers with the functioning of the dual system of vocational
education and training at the work place.
 On a more particular level the (integrated) Praktikum project made the student aware
of the huge problems that vocational teachers and trainers are facing due to the
learning difficulties that the trainees have in mathematics and in natural sciences. In
his project the student was confronted with the separate measures that the vocational
school and the company have taken to overcome some of the problems.
 The student’s own inquiries made transparent the trainees’ needs for additional
support in mathematics. However, the student’s inquiries also revealed that separate
crash courses will not have a sustainable impact on the trainees’ learning.
 The student came to the conclusion that there was no institutionalised pattern of
cooperation between the vocational school teachers and the trainers of the company
– at least in the area of training that he was studying. He recommended regular
workplace visits of the vocational teachers (during school holidays) and related
planning sessions (with reference to a report from a Bavarian pilot project that he
used an example of appropriate practice).
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Example 1.2 The project of student AW in the company HM:
Analysing the quality of training and the financial benefits of
training at workplace
Introduction
This case description is essentially based on the information that has been declared by the
student AW on his practice-based learning placement (Praktikum) at the company HM in the
context of his Master studies for VET teacher education. Below, the student’s report has
been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
1. Preparation of the student’s project
The report gives a relatively clear impression, how the initial contact with the company was
made and how the student negotiated different options regarding his tasks with the
responsible company representative. The company HM was very interested in a Cost-Benefit
analysis that focuses on local training activities. The report gives explicit information, how the
initial contact with the company was created: the student AW himself contacted directly the
director of the company and negotiated the arrangement via telephone communication. AW
offered the QEK tool to the director of the company HM. With the support of the director he
got an overview of the companies’ organisation structure.
Concerning the launch and the implementation of the project the report does not give
indications, what the role of the preparatory and accompanying seminars may have been.
This may have seemed redundant because the student’s project was clearly tailored to
match the needs of the company. Yet, even in such cases it is of interest to find out, how the
possibility to share information on different companies, training arrangements and students’
tasks (and the feedback from university representatives) may have influenced the
implementation of the student’s project.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was based on several discussions with the
responsible company representative and on the following conclusions:
 In the context of the Project Innovative Berufsbildung 2010 the QEK-Tool has been used
as support for the management of the company.
 As a result of the personal interest of the manager the student had access to the
company to use the QEK tool.
 In the company HM the target group for analyses with the QEK-Tool was the training for
the occupational profile ‘car mechatronics’ (“Mechatroniker”).
These points were clearly expressed in the discussions in which the company representative
specified the wishes of the company. However, the student had the liberty to propose
specific measures how to analyse the situation and how to develop new solutions.
The implementation of the student’s project was led by the student himself on the basis
of the following key measures:
a) Description of the recruitment procedures of the company HM
The student described in detail the procedure of recruiting apprentices in the company HM.
In this context he indicated, which criteria are used by the training department to select the
suitable candidates.
b) Description of the decisive quality criteria for the recognition of successful training
The student characterised how important the acquisition of domain-specific, methodological,
social and individual competences was considered as components of integrated
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(occupational) action competences. These altogether served as criteria for recognising the
successful completion of the vocational education and training.
The structural shaping of the training and learning process are based on company-specific
performance criteria that refer to working and learning tasks and to learning modules.
3. Documentation and reporting of the results
The report consists of the following main components:
1) Presentation of the key issues ‘Quality of training’ and ’Financial benefits of training
at workplace’
Firstly the author clarified, how the QEK-Tool informs the users of different aspects of
training quality and how t financial benefits that emerge in workplace-based training. In this
way the author indicated that the QEK-Tool can be used to support further development of
the training quality.
2) Introduction of the QEK-Tool and clarification of its usability with the management
Secondly the author informed of the discussions with the management of the company HM: It
became clear that the manager of the company HM was convinced of the quality of the
training but wanted to learn more of the financial aspects.
3) Interpretation of the results of the QEK-Analysis
Both regarding the quality criteria and the estimation of financial benefits the training of the
company HM got high rates. However, the report doesn’t give detailed information on the
reaction of the manager to the results. Nevertheless, the results of the QEK-analysis
confirmed the original assumption of the management that the training quality is good and
provided new evidence on the financial benefits for the company HM.
Altogether, the author has presented the results in a user-friendly way. The discussion of
specific quality indicators is supported by practical examples of branch-specific working and
learning processes. At the end of the study the author raised the issue ‚readiness to skilled
workers’ tasks’ (Berufsfähigkeit). Also in this respect he concluded that the training in the
company HM promoted such readiness to very high extent (so that trainees were considered
immediately ready to take skilled workers’ tasks after completing their training programme).
4. Reflection on the project results
The time constraints of the manager of the company HM made it difficult to discuss the
results in detail. During the sporadic encounters with the director it became clear that the
picture on the training quality confirmed his expectations. Concerning the financial benefits
the picture was more positive than expected.
In general the student had to interpret the quality criteria on his own. After the Praktikum the
student attended a course on evaluation methodologies that enabled him to justify the
choices he had made.
If one looks at the criteria with which the company scored lower (the development of
process-oriented competences of the trainees), there are company-specific reasons for
continuing with the traditional patterns. In the car repair the trainers and trainees are mainly
working with customers’ cars. The company has the responsibility that they are repaired
adequately and without delays.
The Praktikum has so far been perceived as a separate obligation – a task to be carried out
but not necessarily so well integrated into the other study contents. If the Praktikum is more
closely related to the supporting courses (e.g. the course on evaluation methodologies), this
will lead to a focused reflection on, how the contents could be used in the Praktikum project.
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Example 1.3 The project of student DB in the company DT:
Analysing the quality of training and the financial benefits of
training at workplace
Introduction
This case description is essentially based on the information that has been declared by the
student DB on his practice-based learning placement (Praktikum) at the company DT in the
context of his Master studies for VET teacher education. Below, the student’s report has
been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
1. Preparation of the student’s project
The report gives a relatively clear impression, how the initial contact with the company was
made and how the student negotiated his tasks with the responsible company
representative. The company DT was interested in a Cost-Benefit analysis that focuses on
training activities at one of its local units. A more differentiated study that would focus on the
whole company would not have been feasible due to the complex organisation structure.
The student was a former employee of the company and had prior contacts that made it easy
to get a Praktikum opportunity in a business unit in which he had not been involved during
his prior service in the company. The student negotiated the arrangement and related tasks
with the company representatives and that these were approved by the academic supervisor.
The Praktikum project was developed as a pilot implementation of the QEK-Tool in the
company DT, based on preparatory mapping of the roles of training managers, trainers and
trainees in the company DT.
The description of the in-company training focuses on the recruitment of trainees and on the
complementary roles of training manager, trainer and trainees. In addition, the report
provides insights into the cooperation between the main learning venues (workplace training
and school-based education) within the dual system of apprenticeship.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was based on several discussions with the responsible
company representatives and on the following conclusions:
 In the context of the Project Innovative Berufsbildung 2010 the QEK-Tool has been used
as support for the management of the company. The aim of the management has been to
convince other companies to increase the number of training opportunities.
 As a result of the personal involvement of the manager the student had access to the
company to use the QEK tool.
 In the company DT the target group for analyses with the QEK-Tool was the commercial
training for office clerks and secretaries (“Kauffrau Bürokommunikation”).
These points were clearly expressed in the discussions in which the company representative
specified the wishes of the company. However, the student had the liberty to propose
specific measures how to analyse the situation and how to develop new solutions.
The implementation of the student’s project was led by the student himself on the basis
of the following key measures:
a) Description of the recruitment procedures of the company DT
The student described in detail the procedure of recruiting apprentices in the company DT. In
this context he indicated, which criteria are used by the training department to select the
suitable candidates.
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b) Description of the decisive quality criteria for the recognition of successful training
The student characterised how important the acquisition of domain-specific, methodological,
social and individual competences was considered as components of integrated
(occupational) action competences. These altogether served as criteria for recognising the
successful completion of the vocational education and training.
The structural shaping of the training and learning process are based on company-specific
performance criteria that refer to working and learning tasks and to learning modules.
c) Positive assessment of the cooperation between VET school and company
The company indicated it as an advantage that the school-based and workplace-based
training components have been matched to each other in the context of the regular
cooperation between the two learning venues.
d) Description of the tasks of a trainer and of the training manager of the company DT
The role of the trainer is crucial for the development of the training quality in the company.
Only via continuing professional development and via close cooperation with the VET school
he is in a position to recognise new learning potentials in the company and new
developmental trends both in enterprises and in VET schools.
The training manager has to be in the position to anticipate, which trainees are best suited
for which training sites in the company, so that the allocation of trainees would support the
acquisition of required competences and that the tasks would be optimally challenging.
The training manager supports the skilled workers when they carry out their training and
supervising duties by equipping them with appropriate teaching/learning materials and by
attending (as an observer) some of the working meetings with the trainees.
e) Description of the role of trainees in the company DT
Trainees of the company DT are getting more and more responsibilities on their own working
and learning process during the training programme. This is related to their progress in the
main components that contribute to integrated occupational action competence (see above).
At the final phase of the training the trainees have a focussed discussion with the training
manager (or with an experienced skilled worker) on issues that are related to quality
assurance and sustainability of learning results.
3. Documentation and reporting of the results
The student based his work on the following tools and interim documents (attached as
annexes to the report):
Annex 1: Presentation of the QEK-Analysis at DT incl. the brochure of the iBB 2010 project
Annex 2: The entry form of the QEK-Tool
Annex 3: The Quality-/Rentability-Matrix incl. the Quality diagram fort the training occupation
„Kauffrau für Bürokommunikation“
The QEK-Analysis confirmed the assumption of the training department that the training is
financially beneficial for the company DT. However, the presentation of the analysis is not
very detailed. It consists essentially of some brief remarks to the quality diagrams that
emerge from the QEK-Tool. This is related to the limited number of trainees at the business
unit (only 4 at that time). The student considered the possibility to extend the project to
include other business units but this would not have been feasible in the given time.
4. Reflection on the project results
The report of the student contains hardly any reflection on his own learning process during
the Praktikum project. The interview made it transparent that he worked a long period as an
employee of the company DT before starting his studies (and that he had a long history of
developmental projects). In this respect he has considered the pilot implementation of the
QEK-Tool as an interesting challenge. However during his project he concluded that it would
be more appropriate to work with project groups that cover several business units and a
larger number of cases.
12
Example 1.4 The project of student SA in the company AS: Support
for implementation of new training structures in the company AS
Introduction
This case description is essentially based on the information that has been declared by the
student SA on her practice-based learning placement (Praktikum) at the company AS in the
context of her Master studies for VET teacher education. Below, the student’s report has
been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
1. Preparation of the student’s project
The context for the Praktikum was provided by the recent renewal of the training regulation
(Ausbildungsordnung) for the occupation of tool operators (Werkzeugmechaniker/in). The
company AS had a specify interest in analysing its own training in order to clarify, whether
the training is properly adjusted to the new regulation.
The contact with the company was brokered by the academic supervisor of the Praktikum
project. After having made the contact the student herself negotiated the arrangement and
related tasks with the company representatives. These were then approved by the academic
supervisor of the project. In the preparatory seminar the students had been given guidelines
for preparing summary on the company profile and on the training arrangements before
entering the student’s task. From the perspective of student’s learning this kind of ‘obligatory
content units’ can be seen as creation of a foundation of orientation for specifying the
student’s project task. From the perspective of reporting the results, there is an issue,
whether this information package needs to be presented as the beginning of the report or
whether it could also be presented as an annex.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks were based on the interest of the company to
 update and adjust the obligatory company-specific training plan (Ausbildungsplan) to be
compatible with the new training regulation (Ausbildungsverordnung);
 to get instruction material in English language to cover certain content areas in the
training and to be used in the work process;
 to prepare presentation material on the new training structures to be used in the entry
phase of new trainees.
These points were clearly expressed as the priorities of the company representatives. The
author refers to a discussion on the possibility to undertake cost-benefit analyses with a
special instrument (the QEK-tool). This option was apparently brought into discussion by the
university representatives.
The implementation of the student’s project was led by the student herself on the basis of
the following key measures:
a) Desk study: The student analysed the new training regulation and specified the related
revisions of training curricula (restructuring of content areas and the allocation of time for the
main occupational areas). These changes were check against the earlier renewed school
curricula with integrative learning arenas (Lernfelder). This led to an overview of priority
areas in workplace training and their correspondence with learning arenas of the school
curriculum. This overview was used as a basis for shaping the new company-specific training
plan (including the plan for cooperation and rotation between different learning venues).
b) Workplace analysis: For the company-specific adjustment and updating of the training
plan the student carried out ‘workplace analysis’ to identify the learning potentials of different
learning stations. The analysis was carried out with the help of questionnaire to all skilled
13
workers who were in charge of machines or learning stations to which trainees were
allocated.
c) Concretisation of training plan: Concretisation of the training plan was undertaken via
c1) customisation of training schedules for different groups of trainees (taking into
account the rotation between learning stations and some milestones regarding the
preparation for interim and final examinations);
c2) customisation of content areas with recommendations for time frames and with
recommendations for allocating contents to learning stations that can cater for the training.
d) Preparation of an introduction to a foundation module on drilling (Elementar-Lehrgang
in Metallbearbeitung) in English language with related English German- glossary.
e) Preparation of an introductory Power Point presentation on training in the
company: The presentation outlines the training philosophy, the structure of content areas,
the process model and the timeframe as well as the cooperation between workplace training
and school-based learning.
3. Documentation and reporting of the results
The student based the documentation of the results mainly on the annexes that verified that
the above mentioned tasks were completed:
Annex 1: Questionnaire to skilled workers
Annex 2: Results of the questionnaire (presented as characterisation of the learning
potentials of the learning stations
Annex 3: New training schedule for tool operators (Excel-table)
Annex 4: Training plan for tool operators (Allocation of content areas to time frames and to
the learning stations; including the overarching content areas)
Annex 5: The English version of the introduction to the foundation module in drilling (10
pages text with ca. 20 drawings)
Annex 6: The English-German glossary (4 pages)
Annex 7: The Power Point presentation that introduces the new training structure (7 slides)
As specific features of the achieved results the student has emphasised the following points:
 The Excel table can be used as a tool for allocating new trainees to learning stations.
 The training plan is based on the principle that different time frames can be declared
simultaneously at different learning stations (in order to encourage knowledge sharing
and mutual learning among trainees).
 The presentation of the training programme is based on the idea of complete work
process (which is embedded in the working and learning assignments). However, the
idea of learning stations and of time frames needed further clarification (as well as the
issue of cooperation between school-based learning and training at the workplace).
4. Reflection on, reception of and utilisation of the project results
As a reflective commentary to the results the student has indicated that the analyses
confirmed that the training practice was already adjusted to the recommendations of the new
regulations. Thus, the new training schedules and the company-specific training plan were
giving shape for a transition that had been by and large completed. The results were
discussed and commented in a special meeting in which two company representatives and a
representative of the chamber of commerce were present. The meeting came to the
conclusion that the presented training plan was compatible with the new training regulation.
The student anticipated that the developed training schedule and the content-related training
plan will be implemented as the company-specific training plan. As has been indicated, these
documents give shape for the already introduced innovative learning patterns. However, as a
newer challenge the company considers the introduction of final examinations based on real
work tasks.
As a personal reflection, the student considered that the Praktikum provided a specific insight
into the training of a medium-sized enterprise. In particular the Praktikum emphasised the
necessity of cooperation between vocational school and workplace training to enable optimal
deLery of training and the attainment of learning goals.
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Example 1.5 The project of student BK in the company AB:
Explorations on parallel training practices in neighbouring
companies as support for quality assurance in the company AB
1. Introduction
This case description is essentially based on the information that has been deLered by the
student BK on her practice-based learning placement (Praktikum) at the local site of the
company AB in the context of her Master studies for VET teacher education. Below, the
student’s report has been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
1. Preparation of the student’s project
The context for the Praktikum was provided by the recently introduced training for the new
occupational profile in the mechatronics (Mechatroniker). The company AB had introduced
the training for Mechatroniker in 2004 at this production site and was interested in comparing
the experiences that had been made elsewhere and the results that had been achieved.
The student got a list of possible companies in the preparatory seminar and sent applications
to several companies. However, she had already completed a prior Praktikum for her
engineering studies in the company AB and had a long work experience as engineer.
Therefore, some of the company representatives considered her as a special candidate for
the Praktikum. The student negotiated herself the basic arrangement and then developed the
project in agreement with the responsible company representative and that this were
approved by the academic supervisor.
The students had been given guidelines for preparing the report. The guidelines required that
the company profile and the vocational training provisions are presented firstly before
entering the student’s task and the project development. In this project this instruction has
led to multiple background sections because the student’s task was essentially to draw
conclusions from comparisons between different companies or production sites. Thus, the
reason for such comparisons and their relative importance for the student’s task are clarified
only at the last sections of the report.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was related to the implementation of a new crosstechnological occupational profile (Mechatoniker) and the related training profile as a
combination of traditionally separate content areas of metalworking and electro-occupations.
The company AB had observed problems in the context of the first interim examinations.
Therefore, the company representative was willing to use the student’s project for a thorough
examination, how the current training functions and what kind of improvements can be
proposed with the help of examining training materials and facilities.
The implementation of the student’s project was led by the student herself on the basis of
the following key activities:
a) Mapping and analysing the training circumstances of Mechatroniker in the
company AB local production site: In this context the student interviewed all trainees
of the 2nd and 3rd year and to the responsible trainer. She also examined the trainees’
learning logs (Berichtshefte) vis-à-vis the training plan (Ausbildungsplan).
b) Creating a comparative group picture by visits to other companies or production
sites: For this purpose the student made visits to examine the training of Mechatroniker
15
at another production site of the company AB and to two other companies, a large car
manufacturing company DB and a steelwork company AMB.
c) Analyses of appropriate learning technologies and of possibilities to introduce
new technologies to the training of Mechatroniker at the company AB: In this
context the student analysed the current equipment and its suitability in the given training
contexts. She also made searches in web and in some supplier’s catalogues in order to
identify appropriate solutions for updating the equipment.
3. Documentation and reporting of the results
In the light of the above mentioned instruction for preparing the report and in the light of the
shaping of the student’s project it is interesting to note the gradual transition in the reporting
of the student’s project.
a) The training context in the company AB (the local site)
The presentation of the training of Mechatroniker sets if as a description of the training
context. However, given the novelty of this occupational image and given the necessity to
rely on content areas for hitherto separate occupations this section informs also of the doubts
among the staff members vis-à-vis the new occupational profile. In addition the section
informs of the designed role of certain learning technology system (das Bremer Modell) and
of practical difficulties in making proper use of the equipment.
The documentary support for this part is provided by the following annexes:
Annex 1: The layout (Lageplan) of the production site,
Annex 2: The training schedule of the trainees of the 1st year,
b) The training arrangements in other companies and production sites
The training contexts and the main observations have been reported case by case:
b1) The visit to the other production site of the company AB: Here the student draws
attention to the longer tradition with training Mechatroniker (from 1999 on), to more
flexible use of equipment and to more creative combination of worki and learning tasks.
b2) The visit to the car manufacturing company DB: Here the student drew attention to
the aim to use the skilled workers with training as Mechatroniker both as production
workers and as maintenance specialists. Moreover, she drew attention to the rotation of
trainees between training workshop and the production units and to the use of up-to-date
learning technology systems.
b3) The visit to the steelwork company AMB: Here the student drew attention to the fact
that the training of Mechatroniker had been started at a pilot activity but given up because
of the lack of acceptance. However, the company had decided to re-introduce this
training from the year 2007 on. In this respect the report focuses on some key elements
in the training for traditional metalworking and electro-occupations and how these
elements can be combined in the new training plan. She emphasised the role of authentic
working and learning tasks, the use of newer learning technologies and the use of
umbrella projects.
c) Drawing conclusions for improving training at the local site of the company AB
The conclusions for improving the training were developed along the following lines:
c1) Specification of the quantitative deficits in the electro-technical training: The
examination of the official documents and the empirical inquires confirmed that the
training time allocated to electro-technical content areas is not sufficient. The actual
training time (6 weeks) matches neither with the training regulation (16 weeks) nor with
the company-specific training plan (12 weeks). In addition, she noticed that the companyspecific training plan had been made for a period of 56 weeks instead of the normal
calendar year of 52 weeks.
The documentary support was provided by the following annex:
Annex 3: Contrastive overview between designed training time and actually implemented
training 2005/2006 (Trainees in the 1st year of training)
16
c2) Proposals for modernisation of the equipment: The observations of the student
confirmed the picture that the equipments and the learning technologies were getting
outdated. Moreover, the come of the learning systems had been developed to support
the preparation for traditional examinations, not for flexible utilisation of competences in
production and maintenance. The student drew attention to the equipment used in other
companies and made specific recommendation on the basis of a comprehensive
catalogue provided by the South-Westphalian chamber of industries and commerce
(SIHK) in Hagen.
The documentary support was provided by the following annex:
Annex 7: Extracts from the catalogue of learning materials of the SIHK Hagen
c3) Proposals for increasing the allocation of trainees to learning stations in the
production process: A major part of the proposals was based on an examination of
problems that reduced the impact of training in the current circumstances (e.g. logistic
problems, lack of space, disturbance due to noise etc.). Parallel to this the student
examined several options for relocating certain training contents to learning stations that
could be linked to production processes. As the thrust of her Praktikum project she drew
a proposal for a new training plan that is based on a new calculation of time frames for
training, a graphic overview that outlines the learning stations and a content-oriented
training plan that indicates the responsibilities of learning stations for content areas.
The documentary support was provided by the following annexes:
Annex 4: The graphic overview of learning stations and the allocated content areas
Annex 5: Revised training schedule that allocates the training time to learning stations
Annex 6: Revised training plan that indicates the responsibilities of learning stations on
the training contents.
4. Reflection on the process of inquiry and on the work with different counterparts
In the light of the above it is essential to consider two aspects of reflection that come into
picture in this Praktikum project:
a) The reflective treatment of critical and controversial issues that overshadow the project
b) The explicit reflection of the student on her own learning experience.
a. Reflective treatment of critical and controversial issues that overshadow the project
In the concluding section the student makes it transparent that the quality of the training of
Mechatroniker was subject to criticism and disputes. She makes transparent the views of
 trainees who compare their training experiences with trainees from other companies;
 trainees of the 3rd year who were sent to the other production site for a limited period and
made comparisons with the two training contexts;
 training manager in electro-technique who was mainly responsible for other occupations
and who referred to capacity problems and to lack of suitable learning stations,
 training manager in metalworking who was also mainly responsible for other occupations
and who referred to difficulties in completing the required training time in electro-technical
content areas.’
Regarding these different – and to some extent controversial – points of view the student has
not let them distract herself and her project. She has indicated the problems and identified
the viewpoints. However, she has not stepped in into the controversies. Instead, she has
tried to provide evidence and further information with which the problems can be overcome.
b. The student’s reflection on her own learning experience
In her final chapter the student refers to two aspects of reflection that she has found of major
importance and interest:
 The fact that the Praktikum in enterprise context had been incorporated into vocational
teacher education was a major enrichment. The Praktikim experience helped her to
understand, how the other side of the dual system functions in practice.
 The fact that she had completed a Praktikum for her earlier studies in the same
company and in the same production site in 1988 gave her the possibility to compare
17
the changes in the training culture. In this respect she could confirm a major transition
from trainer-led and instruction-driven patterns to self-organised learning (supported with
reflective instruction material) and to new role models for trainers.
Regarding the general picture of the dual system of VET (as it has been presented in the
German-language literature) there is a tendency to give an idealistic view on the cooperation
and mutual adjustment of different parts. In particular in the training of Mechatroniker, which
is still in an initial phase, much effort is needed to get the different elements developed into a
coherent working concept. In particular this is the case in large enterprises and in training
plans that require mutual cooperation between production units and training workshop.
Regarding the mapping of appropriate learning stations (in different production units) the
student pointed out that it was not always easy to carry out such field studies but this could
be achieved with the help of the agreement of the responsible unit managers. For the further
development of the training it was essential to get this information. (In this context she
referred to a parallel ITB-supported pilot project that focuses on other training occupations in
the same company.)
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Example 1.6 The project of student MM in the company SchST:
Analysing the quality of training and the financial benefits of
training at workplace
1. Introduction
This case description is essentially based on the information that has been deLered by the
student MM on his practice-based learning placement (Praktikum) at the company SchST in
the context of his Master studies for VET teacher education. Below, the student’s report has
been re-examined with a focus on the following questions:
 How has the Praktikum been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received, reflected and utilised?
For the Euronet-PBL project it is of interest that the student MM was after his Praktikum
project employed as a student assistant to support a European project. The project focused
on the professional development of trainers and the company SchST was one of the cases to
be analysed. Later on, he used the material of the Praktikum project and of the European
studies for his Master’s thesis. Below, some additional remarks are made on the student’s
involvement in producing further information on the training in the company SchST.
1. Preparation of the student’s project
The report gives a relatively clear impression, how the initial contact with the company was
made and how the student negotiated his tasks with the responsible company
representative. The company SchST was very interested in a Cost-Benefit-Analysis that
focuses on local training activities. A more differentiated study that focuses on the whole
company would not have been feasible due to the complex organisation structure.
The report gives explicit information, how the initial contact with the company was created.
The student contacted the director of the company and negotiated the arrangement. The
student proposed the QEK analysis as his main task.
Concerning the launch and the implementation of the project the report does not give
indications, what the role of the preparatory and accompanying seminars may have been.
This may have seemed redundant because the student’s project was clearly tailored to
match the needs of the company. Yet, even in such cases it is of interest to find out, how the
possibility to share information on different companies, training arrangements and students’
tasks (and the feedback from university representatives) may have influenced the
implementation of the student’s project.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was based on several discussions with the director
and on the following conclusions:
1) In the context of the Project Innovative Berufsbildung 2010 the QEK-Tool will be used as
support for the management of the company.
2) Based on an agreement with the manager the student had access to the company to use
the QEK tool.
3) In the company SchST the target area for analyses with the QEK-Tool was the training
for the following occupational profiles:
 electric occupations for energy engineering and building services (“Elektroniker für
Energie- und Gebäudetechnik”)
 electric occupations for automation technology machinery and gears (“Elektroniker für
Automatisierungstechnik”)
 IT system integration specialist (“Fachinformatiker Fachrichtung Systemintegration
und Anwendungsentwicklung”)
19
The report indicates these three occupational profiles. However, it is not mentioned explicitly,
whether all these areas of training were covered by the QEK-analyses. Furthermore, the
report indicates that the company provides training opportunities in some commercial
occupations (Bürokaufleute). Here again, the report doesn’t make it explicit, whether he costs
fort his training (and possible financial benefits emerging from training activities) were
included in the QEK-analyses.
The implementation of the student’s project was led by the student himself on the basis
of the following key measures:
a) Description of the training arrangements in the company SchST
In the Praktikum report the student described very briefly the training arrangements in the
company SchST and the procedures for recruiting new trainees.
In his later studies the student has provided deeper insights into the use of the dual system
of apprenticeship as the model for the induction of new staff members to the production
departments or business units.
In the Praktikum report the student refers to the strategy of the company to allocate the
trainees to specific departments according to their interests and abilities.
In his later studies the student describes more closely how the trainees are integrated into
the process of work and they are given real working tasks (or support tasks) as their learning
assignments. This may cause problems for the trainers to adjust the tasks to the appropriate
level of competences (to be promoted in the training period). Also, it has been difficult to
integrate training activities to the customer service. The trainers would prefer to allocate
more time for giving explanations for the trainees. However, due to time pressures, they have
to focus on the interaction with client (and give the trainees the role of an observer).
Also, in his later studies the student has provided insights into the interest of the company to
develop new training pathways for students who want to take degrees in engineering or
management studies but were interested in specialising on crafts and trades (Handwerk). For
such students the company had developed a specific model of dual studies that combined
key elements of apprentice training with parallel studies in a nearby university for applied
sciences (Fachhochschule) and in a special centre for expertise in crafts and trades.
b) Description of the tasks of training manager and workplace mentors
In the Praktikum report the student described very briefly the role of training manager and
workplace mentors as supervisors of trainees.
In his later studies the student describes in greater detail the distribution of roles between
training manager and workplace mentors. In general, the company SchST doesn’t distinguish
between ‘ordinary’ skilled workers and ‘trainers’. All skilled workers are expected to take over
some training functions as mentors (“Gesellen”) supporting the trainees. For these training
functions they do not get a specific pedagogic training. Instead they are assigned to support
the learning of a trainee and to provide appropriate work packages. One person is
responsible for the overall administration and management of VET provision alongside his
other duties in the company.
In the above described setting the mentors (‘Gesellen’) are not perceived as trainers
(‘Ausbilder’) of whom the legislation requires a formal training. Instead, the mentors are
expected to focus on promoting domain-specific and organisational learning. Therefore, the
measures to promote the continuing professional development of skilled workers have been
geared to domain-specific further training and to informal peer tutoring between colleagues.
In addition to the above the training manager has the task to develop the contacts with the
vocational school (with which the cooperation appeared to be rather sporadic).
c) Description of the QEK-Tool
After the background information the student gave a brief description of the aim and the use
of the QEK-Tool and of its main components.
20
3. Documentation and reporting of the results
In the light of the quality matrix and the matrix on financial benefits the training arrangements
the training arrangements of the company SchST get positive rates. Firstly, the training itself
(contrary to the expectations of the management) is not a mere cost factor. Secondly, the
trainees that have completed their training programme are considered fully capable to take
the tasks of skilled workers.
In the Praktikum report the insights into the QEK-analyses are rather limited. The specific
quality indicators are not discussed in detail. Furthermore, the presentation of the results has
been reduced to a brief verbal characterisation of the diagrams that indicate the results of the
QEK-analyses for each trainee cohort.
The question of trainees’ readiness for skilled workers’ tasks led to positive ratings by the
management representatives of the company SchST. However, the student indicated that
there was room for improvement concerning the process-orientation of training. Yet, this
point was not discussed further in the Praktikum report.
4. Reflection on the project results
The report of the student MM contains hardly any reflection on his own learning process at
the company SchST. He makes dome brief remarks that he experienced the period as
interesting and innovative. However, he doesn’t give insights into his own learning
experiences during the Praktikum and the study that he carried out. Yet, the fact that he later
on worked in a project that prepared a case study (among other companies) of the company
SchST gives an impression of a continuing learning process. Furthermore, the fact that he
used QEK-analyses and the later case studies as materials for his Master’s thesis, gives an
impression of a deepening learning process that builds upon the Praktikum experience.
The report does not indicate how the management of the company SchST views the results
and how they might be used in the development of future training arrangements. However,
the student has noted a general commitment of the management to support the integration of
trainees into the ongoing business processes and to promote a spirit of professional
engagement among skilled workers.
Regarding the orientation of the company SchST to develop its training arrangements it is
worthwhile to note the following points that the student has brought into discussion with his
further studies. The company SchST has based its training policy on traditional patterns of
mentoring that are characteristic of handicraft trades. Thus the continuity of the tradition of
apprentice training has not been challenged. Neither has the company discussed the
prospect of outsourcing ist training to a major extent.
The case of the company SchST brings into picture the traditional mentoring culture and
knowledge sharing between colleagues in the same company. From this perspective formal
training (or external support) specifically for trainers is not prioritised. Instead, the mentoring
capability of skilled workers is emphasised.
21
Section 2: The Turkish case descriptions (students’ activities)
Example 2.1 Turkish student activities in the phase of preparing
CAPs
1. The starting point
Establishing the relationships and making agreements with companies is carried out
according to a well defined special CAP procedure which recognizes students’ needs and
expectations. This procedure is fully described below:
Each spring, students taking the Practice Development course of the first year curriculum,
attend a workshop on life and career path issues given by a career consultant. As a result
each student writes a paper concerning his/her life career and project vision (LCPV
statement). These papers reveal interests of the students with respect to the types of
projects and companies they would like to work with. Therefore generation of project ideas
are entirely guided by the students and their interests as the LCPV results reveal.
Example: From the Life Career Project Statement of Esra T. (MBA 2009)
Following is a description of my Ideal Job:
To work in an international corporate company with qualified people who has a real team spirit and
highly motivated. A flexible organization that can easily be adapted to the innovations that I want to put
on the table in order to add value.
What do I expect to gain from CAP experience?
I want to gain experience in corporate communications in a qualified corporate communications
department in Pharma Sector. I really want to be in a company which is the sector leader in the
corporate communications in order to implement my learning in PR (I had participated 2 different
courses in States in Boston University and NYU and now getting PR and Marketing Communications
courses to have a deeper knowledge on corporate communications)
NOTE: Roche’s Corporate Communication Department offered SU a project and she
undertook the project with 3 other students from her class.
2. Making contacts with companies
Consistent with the interests of the students, companies are contacted by the CAP
Coordinator and invited to present their current problems as potential projects to CAP
Administration. Companies with interest in partnership and with important management
projects can also be proactive and contact the CAP Coordinator any time before the end of
project submission period, which is usually the end of August.
A CAP committee assesses the projects’ suitability with FMAN goals, and students needs
and notify the companies of the result. Annex 2
Example: The case of Xerox:
Xerox Turkey Customer Services Operations Division acted proactively and offered a project
long before the project submission deadline. Project objectives are given below:
Project objective is to:
1) Develop Services Marketing Plan and implement the initiatives to increase print volume
at Xerox customers by providing market research, business development and
implementation services to customers.
2) Plan and implement the initiatives to cross-sell and up-sell additional value-added
services to existing Xerox customers.
The quotation above is from the Project Application Form given in the Appendix 1.
The company could have made the application by filling in a Letter of Intend Form which is
also given in Annex 1
22
Actual project selection process starts in September that is four weeks prior to the start of the
second academic year of the program with first the companies making project presentations
to students according to a schedule. Having listened to all the projects students pay site
visits to the companies to experience the working environment that they are subject to, and
report back to class with their opinions and feedback.
3. Selecting the projects themes and building the teams of students
An equally important activity of the project and company selection is the team formation
process. CAP Teams consists of 3-4 students. The goal is to match students with the
projects which suit their expectations best. It is common to see conflicts during this process
as many students might be interested in same projects. Students are encouraged to resolve
such issues by negotiating their reasons and incentives to select a specific project. It is
important that the students form teams that work in harmony throughout the academic year
as the ultimate goal of this program is to cultivate reflective practitioners who can manage a
project within a self-managing team in real life with real constraints. Projects around which
teams have not been formed are rejected. Usually the number of projects offered to the
students is greater than the possible number of teams which in tern depends upon the
number of students in the class.
Total number of projects is always at list twice the number of possible teams. In other words if the
class is 30 students and 10 teams 3 students are anticipated, around 20 projects are offered to the
students. If not for this reason only, there are many project offers which have been rejected because
teams could not be formed around them. One such example is the project offered by Xerox, cited
above. Reasons for not choosing a project are not always pronounced openly. In the case of Xerox, it
may be due to the reason that the students did not find the project and the company exciting to work.
After the selection of the projects, the teams prepare a project proposal as a first step of the
CAP process. The project proposal involves defining the project, specifying the scope of the
work and the deliverables, which are formulated in collaboration with the sponsoring
companies. The companies and the students sign letters of agreement and nondisclosure
agreements, which clearly define the rights and liabilities of all parties over the CAP Project
duration and onward. Project proposals are attachments of the signed agreements; hence
they become binding documents for projects considered. CAP teams each sign a team
contract that bind the students to certain items listed such as leadership, punctuality,
contribution etc. (Annex 1)
4. Preparing the organizational preconditions for project implementation
CAP projects are expected to be of significant importance to the sponsoring company so that
they represent sufficient challenge to the MBA students and important contributions to the
partner company. CAP Projects should address a managerial issue, on a subject in any one
of the management disciplines as marketing, organizational behavior, strategy, finance,
operations management. Projects are conceptualized and defined in cooperation with the
sponsor company in relevance with their real-time problems.
Access to any organization data is specific to the organization’s disclosure policies. In many
cases, the companies are willing to partake and contribute to the projects with enabling
access to relevant information, employees and middle management. The companies are
encouraged to inform their employees and other departments by mentioning the CAP team
on their monthly Newsletters and websites, if available.
The faculty involved, which includes the CAP coordinators and the project advisors, are
informed by weekly reports that specify weekly objectives of the team in coordination with the
company sponsors, content related achievements toward intermediate and final goals of the
project and reflections of the progress completed.
23
Example 2.2 Turkish student activities and the support
arrangements of CAP
1. The starting point
The design of the MBA program is integrated around the notion of practice-driven teamoriented education. Courses are designed so that students work in several different teams
with their classmates of different backgrounds and perspectives. This team-integrated
approach to practice learning develops team and professional relationship management
skills that today’s practitioners must possess.
2. Preparatory university events and instructions
The preparation for CAP continues with the Practice Development course of the previous
year that aims to develop a practitioner’s perspective to management. It is an approach that
focuses on the challenges and realities experienced by managers in the process of
managing. The students are challenged to uncover the taken for granted assumptions, the
implicit values and the difference between espoused theories and theories in practice,
potential conflicts and surprises in order to identify the determinants of practice of the
managers in a specific organization. Ultimately, this course aims to help shape the
orientations of the students to the CAP projects. Annex 1 to this document shows an
exemplary schedule.
The second year of the program starts with the CAP process. This practice-based learning
process is enhanced throughout the year in the Practice Sharing course - weekly in-class
meetings with the CAP coordinators - to reflect on the weekly progress each team makes
toward their project goals. Practice sharing course is an integral part of the CAP process.
The instructional design involves a highly dynamic, customized and interactive approach
which combines action learning, project management, teamwork, methodologies and
techniques of shared learning within a framework of ethical conduct toward the client
organization, each other and the University. Annex 2 to this document shows an exemplary
schedule.
CAP coordinators provide the students with academic and professional experiences to
elaborate and reflect on the current situations in the host companies to develop meanings
and revise their short-term action plans. Each CAP team is required to meet with their
academic advisors to get additional academic perspective on the subject of the projects.
3. Supervision and support during the practical phase of the student project
The host company appoints a middle level manager to the project as a sponsor who guides
the team, provides necessary information and acts as a liaison between the company and
the team. The company sponsor is encouraged to attend weekly meetings with the team as a
following up procedure. The main purpose of the weekly in-class meetings with all teams and
CAP coordinators is to involve all parties in a transparent learning process specific to each
project. A variety of learning tools are deployed in order to facilitate individual and team
learning. Furthermore, the class is encouraged to function as a learning organization
together with the sponsors of the projects from different companies.
Cross-learning workshops are held during the semester and stakeholders such as
sponsors and advisors are invited to some of these workshops. The CAP coordinators and
the academic advisors may be asked to meet or communicate with the company sponsors if
necessary; however, students are encouraged to manage the projects as their own with
reflective inputs from the faculty members. Since teamwork is central to project management
practice and is necessary to accomplish the learning outcomes, a clear set of learning
instructions are provided to set the expectations. Annex 3 to this document shows an
exemplary schedule.MBA students are expected to use all the sources-faculty advisor, library
other faculty as needed for their inquiry. The other channel to bring in accumulated
knowledge is through just-in-time seminars. JIT seminars are programmed when the team
and the instructors diagnose a need for it and are given either by existing faculty or by
external resources typically at a time suitable for the parties concerned.
24
Annex1
MGMT Course Flow / 2009
Dates
Events
28 January
No Class
04 February Orientation to the course
All class
19 February J&J Orientation Day
Meeting with the CEO and functional heads/assigned managers
18 February Meaning of Practice: Being a Reflective Practitioner
Writing reflection papers: ladder of inference etc
Dilek Sert
25 February One Function Heads in class
Other teams write reflection papers on the manager and submit to designated team
Designated teams compile findings and develop their hypothesis and make field trip
All class
All class
Designated
Teams
04 March
Deciphering Practice /Real Practice/ Action in Practice
Functional Reports' discussions by designated teams, feedback from functional Profs.
Field Trip: Designated teams interview peers and subordinates of functional heads/assigned managers
All class
11 March
Two Function Heads in class
Hakan Ergen
Cem Birdinç
Other teams write reflection papers on both managers and submit to designated teams
All class
Designated teams compile findings and develop their hypothesis and make field trip
Field Trip: Designated teams interview peers and subordinates of functional heads/assigned managers
18 March
Deciphering Practice /Real Practice/ Action in Practice
Functional Reports' discussions by designated teams, feedback from functional Profs.
Revists to J&J if
necessary
25 March
One Function Heads in class
Esra Selçuk
Designated
Teams
All class
25
Other teams write reflection papers on the manager and submit to designated team
Designated teams compile findings and develop their hypothesis and make field trip
Field Trip: Designated teams interview peers and subordinates of functional heads/assigned managers
01 April
Deciphering Practice /Real Practice/ Action in Practice
Functional Reports' discussions by designated teams, feedback from functional Profs.
Revists to J&J if
necessary
Designated
Teams
All class
All class
08 April
22 April
Two Function Head in class
Akın Şahin
Yeşim Yılmaz
All class
Other teams write reflection papers on the managers and submit to designated teams
Designated teams compile findings and develop their hypothesis and make field trip
Field Trip: Designated teams interview peers and subordinates of functional heads/assigned managers
Functional Reports' discussions by designated teams, feedback from functional Profs.
Deciphering Practice /Real Practice/ Action in Practice
Functional Reports' discussions by designated teams, feedback from functional Profs.
Designated
Teams
All class +
two
functional
profs
29 April
World Cafe : Putting it all together
What works, what doesn't ? What are the organizational determinants of practice?
All
class+all
assigned
managers
08.May
Last Lecture: Preparing for the Final Exam
All Class
26
Annex 2
Practice Sharing Course Schedule:
Week 1
Date:
Topic:
Requirements:
Week 2
Date:
Topic:
Requirements:
Week 3
Date:
Topic:
Requirements:
Week 4
September 17, 2008
Introduction
Ground rules for Practice Sharing course and CAP
September 24, 2008
Discussion on Presented CAPs and site visits
How to choose teams and projects?
October 8, 2008
 Discussion on Presented CAPs and site visits
 Team Forming and Project Selection Process Self
Design
 Uncovering project inclinations of individual
students
Date: October 15, 2008
Topic: Getting prepared to work with a company as a CAP
Team
Requirements:


Common sources of conflicts with the company
Useful recommendations and tips
Week 5
Date: October 22, 2008
Topic: Project Selection Activity –the day!
Requirements:
 Teams formed around presented projects
Week 6
Date: October 29, 2008
National Holiday
Requirements: Read Turning the Researcher/Practitioner Relationship
On Its Head, …
Week 7
Date: November 5, 2008
Topic: Group Learning and Proposal Design
Requirements:
 About Weekly Reports
 Learning Windows
 In-class group work: “Learning Window” reflection
tool application
 Writing and presenting the project proposal
 Proposal samples from past years
Week 8
Date:
Topic:
Requirements:
Week 9
Date:
Topic:
Requirements:
Week 10
Date:
November 12, 2008
 JIT Seminar: Social Impact Analysis
Readings to be announced
November 19, 2008
Group Learning
 In-class group work: Four Different Forms of
Knowing(Experiential, Presentational,
Propositional and Practical Knowing)

November 26, 2008
27
Topic:
Requirements:
Week 11
Date:
Topic:
Requirements:
Week 12
Date:
Topic:
Requirements:
Week 13
Date:
Topic:
Requirements:
Week 14
Date:
Topic:
Requirements:
Week 15
Date:
Topic:
Requirements:
Group Learning
o World Café workshop: Experience sharing
exercise across CAP teams
?
December 3, 2008
Group Learning
In-class group work : Team Contracts and proposal
presentations
December 10, 2008
Religious Holiday
December 17, 2008
Proposal Presentations
In-class presentations to the client
December 24, 2008
Proposal Presentations
In-class presentations to the client
December 31, 2008
GroupLearning
Group Learning by using the “Harvesting Learning”
reflection tool
Week 16
Date: January 5-9, 2008
Topic: Final Examination
Requirements:
Week 17
Date:
Topic:
Requirements:
28
Annex 3
Notes on Value Added Workshop 09.05.2007
What is Value added?
1. Something that company would not have it done own their own.
2. Something company would not realized before it is done. The measurability?
3. The information the company did not learn before.
4. Defining a problem that the company did not realize before and find the solution.
5. Using existing resource in a completely new way.
6. Learning to work with people in the environment.
7. Minimize the cost or increase the productivity, it should be measurable.
8. Reduce the workload for employee, doing the tasks for the company.
9. New resource – knowledge which can be tangible or intangible that the company can
not access.
10. Output of the project produces new project.
11. Providing academic support, supervisor’s books and theory.
What do we know it is value added?
1. Different perspectives, the one they did not try before, or did not know about before.
2. Are the sponsors happy with what we have done? They implement of what you
suggested, or give considerations.
3. They question what we have done? For example, why do you think this is important
to the project?
4. Feedbacks from CEO or someone important, for example, you went into depth!
5. They define and put it in their product range, a commitment given to the new product.
6. Different solutions to existing problem.
7. Change the way they do business.
8. Value or use the project as an input to produce other decisions.
9. The way of showing attention by the company.
CAPTeam
Borusan
Pınar
Airties
Value Added Definition
Evaluation Criteria
• Changed targeted group
• New project suggestions, short-term and longterm, new service suggestion
• CRM market penetration and expansion
• Qualitative
• New perspective
• New projects
• Changing the problem and project
scope
• Shifting from process orientation to
scope orientations
• Changed target market
• Suggested new marketing and categorization
scheme
• New market survey
• New market research
• Produced new market info
• New sub brand
• Survey questions to be used in the future
• New perspective
• New information
• Benefits of the product – Pınar brand
• Identified two new problems
• Provided solutions to the new problem
• Curiosity of the outcomes
• Conducted surveys that the company had never
done
• Different way of analysis the market
• Changing the way of conducting
current business
29
3M
IS-Yatrım
Pfizer
CCI-SCM
CCI-OPS
• Accelerated the process
• Quality increase in analysis and data collection
• Seminars in school such as JIT seminars
• Arazu Unal’s workshop
• Systematic analysis
• Changed ideas about target market
• Appreciation from HR and CEO
• Project used as the input for decision
making
• Developed two new products in three kind and
two versions
• First product resumes more realistic market
performance
• Second product is a better version of existing
product in the market
• Marketing the first product in London office
• The products are appreciated by the
committee
• Commitment shown to the new product
• New perspective
• Creative moment
• Interpretation of market research date
• New research methodology
• Identified pharmacies segment
• Planed a PR project for the new defined group
• Defined positioning for small vendors
• Contingent evaluation method survey
input
• Director of new launch product shows
appreciation
• Using existing tools in a new way
• Changing the way of doing business –
change process of the transportation
planning, change of manufacturing
• Redefined new project scope
process
• Cost cutting and optimization as the project scope • New plant and new projects
• Director of supply chain appreciates
the project.
• Benched marked other countries system
• Developed online POP ordering system
• Conducted pilot test and collected feedbacks
• Recommended future improvements
• Taking it to other Countries
• Used by sales manager & developers
• Qualitative measurement: sales team
performance increase
• Quantitative measurement: sales
increases, cost reductions
30
Example 2.3 Turkish student activities and the reporting of CAP
1. The starting point
Short term outcomes of each project are specific to its content. In some cases, the projects
run for the long-term goal, whereas in others, immediate results can be observed.
Companies are asked to be open to share any relevant information and provide the students
by the means of conducting new surveys, questionnaires and other means of information
gathering toward the final goal of the project. The findings, short-term plans and reflections
are gathered in the weekly reports submitted by the team.
2. Immediate results of the project
The program serves as a value adding opportunity for companies to reach new business as
CAP teams are capable of providing an unbiased, academic perspective to their current
problems that are bypassed due to the pace of daily and corporate routines. In return, in
today’s competitive and challenging environment, it is an opportunity for students to
understand the management and business life, and apply the theoretical information learned
throughout the MBA education into practice.
For the university, this program provides increased expertise and reputation among
recruiters from a broad range of organizations from newly established local companies to
multinationals operating in Turkey.
3. Working with the reports
The faculty has set guidelines and templates that students for each type of report submitted
as a team: Weekly reports, mid-semester Progress Report and end-of-project Final Value
Added Report. Each team has to align with the suggested guidelines. Each report is subject
to the academic advisor’s comments and critiques, hence analyzed by an iterative approach
between the advisor and the team. The team should fulfil the expectation of their academic
advisor as the reports are subject to grading. Annexes 1, 2 and 3 contain the report
templates.
The in-class meetings are designed to share similar and different ordeals, difficulties and
solutions of each team’s experiences through structured approaches which include compare
and contrast exercises, value-added analysis, additional value-added identification exercises
and common Just-In-Time Seminars that cover additional materials like La Salle Thinking
Matrix etc.
Example: La Salle Thinking Matrix JIT Seminar and Workshop
La Salle methodology is a simple Matrix Thinking approach to creativity, innovation and finding
business opportunities. It is simple to understand and implement. Matrix Thinking uses a unique
combination of “Seeds” and “Catalysts”. These are arranged in a rectangular grid referred to as a
thinking matrix and are used to drive the thinking process.
La Salle Thinking Matrix JIT seminar was organized to drive the teams of students towards making
truly innovative recommendations to the issues regarding their project scope. After the expert from
the Turkish Quality Association explained the basic thinking methodology, teams worked on a La Salle
matrix each and forced themselves to come out with at least 10-15 original ideas/recommendations
about the project issue they were dealing with. In the mean time the expert helped each team to apply
the methodology without undue self imposed restrictions in the thinking process. Then the teams
shared the results and discussed them.
31
3. The final exam
In addition to in-class learning process, the individual student is required to submit an inclass final exam in which the students are required to highlight the practice determinants of
specific projects identified throughout the semester.
Project Management Determinants have emerged from nearly ten years of experience with CAP. They
have been noticed and brought to awareness level by participation of the students from the onset of
the program. Among such determinants are redefinition of the project- deviations from the original
project, clarity of the scope of the project and agreement on the work and time plans and deliverables,
access to information, commitment change on the company side, contact person, mentoring issues,
team dynamics, relationship management etc.
In the second part of the final, students are asked to reflect upon those determinants and
findings by using a structured approach called Ladder of Inference. This approach is meant
to clarify the real data and experiences that students gain through their projects and in-class
learning sessions, and filter them to select the most appropriate information to pay attention.
Based on the meanings that are added to the selected data, assumptions are made, and
next conclusions are drawn to finally develop beliefs about the findings. Beliefs then form the
basis of the actions to be performed which create additional real data and experiences to
reflect upon later.
Ladder of Inference starts with Real Data & Experience, the kind that would be captured by a
movie camera that didn't lie. We then choose a set of Selected Data & Experience that we pay
attention to. To this Selected Data & Experience we Affix Meaning, develop Assumptions,
come to Conclusions, and finally develop Beliefs. Beliefs then form the basis of our Actions
which create additional Real Data & Experience.
Therefore if the student choose the “redefinition of the project” to compare and contrast two or
more projects, he has to elaborate on the similarities and the differences between one project and
another by using all the information he/she gathered in Practice Sharing class discussions and
workshops. He has to clearly indicate based on what data he made his assumptions and why he
changed his beliefs.
32
Annex 1
CAP Project Proposal Format
 Content of Project Proposal
Project proposal document is a crucial document for good project management experience
with the company. It should clearly explain the objective, scope and methodology and what
deliverables are to be produced at what time plan. It should be prepared in cooperation with
the project sponsor and should be approved by the advisor and the sponsor. Although the
structure of the report depends on the specific project requirements, it usually contain the
following sections:




Cover Page, containing A headline with Sabancı University, Faculty of Management
Name of the project,
Submitted to: Name of Academic Advisor, Name of Company Sponsor
Date of Submission
o
Table of Contents
o

Introduction
Introducing the reader to the report, A short introduction to report’s objectives and
sections
About the Company
General description, size, products, markets etc.
Other related information, data, findings etc. to set the project environment
Project Definition
Problem Statement
Project Objectives
Project Scope
What is not in the project scope
Social and Environmental Impact and Ethical Issues
A preliminary foresight on issues which may be relevant to the specific CAP project.
Project Methodology
Qualitative and quantitative methods, tools and techniques to be used
Data requirements and sources
Time Plan
Activities, their completion dates, milestones, etc.
Estimated Budget (optional)
Project Risks and Contingency Plans
Glossary (glossary of terms referenced in the report)
o


o




o

o


o

o
o
o
33
Example 2.4 Turkish student activities and the assessment of CAP
1. The starting point
Company Action Projects and individual students are assessed through a grading system,
which links all parties involved: The company sponsor of the project, academic advisor,
Practice Sharing course professors and the team mates.
Since the Practice Sharing Course is encompassing the projects as well as the whole of CAP
process, grading of Practice Sharing Course and Project Work cannot be done in isolation
from each other. Hence Practice Sharing Course Grades and the Advisors’ Grades are
averaged to determine the final Project Grade.
2. The role of self-assessment, peer assessment and assessment by academic
advisors in the university
Through in-class workshops for value-added identification/anticipation, students and teams
constantly involve in self-assessment and self-criticism through continuous scrutiny of the
progress made in practice sharing classes. On the other hand, each member of the team
submits peer evaluations to establish objective evaluations which in turn reflect on the final
grade of the student. Company sponsors fill out evaluations that are exchanged only
between the CAP coordinators.
An anonymous example of such peer evaluation and of an evaluation by a partner
company are presented in Annex 1 and 2
Academic advisors assessments determine a percentage of students’ final grade, thus the
CAP coordinators’ aim is to cooperate with the advisors to form common grounds for each
team’s assessment. CAP coordinator hold a meeting with all the academic advisors to
discuss the terms in which students should be graded, and facilitate those guidelines over a
common denominator and encourage them to benchmark the same assessment. The goal of
this program is not to fail any student but to encourage each individual student to own their
projects and contribute evenly.
3. Assessment of Practice Sharing Course and of Project Work
Since the Practice Sharing Course is encompassing the projects as well as the whole of CAP
process, grading of Practice Sharing Course and Project Work cannot be done in isolation
from each other. The main pillars of grading are given below.
3.1. Assessment of Practice Sharing Course
Grading for teams and individuals by the Practice Sharing course instructor is based on
Attendance and Class Participation, Weekly Progress Reports, Team Project
Presentations (Proposal Presentation in the Fall Semester and Project Final VA
Presentation at the end of Spring Semester) and the Final Examination (The examination at
the end of each semester is a Reflection Paper on the practice sharing experience and
collaborative learning achieved (individual paper)).
3.2. Assessment of Project Work
Project Advisors’ Grading for teams and individuals at the end of each semester is based on
Project Proposal Report (Fall Semester), Progress Report (End of Fall Semester), Final
Report (Spring Semester), Attendance and Participation to Regular Project Meetings
with the Advisor, Peer evaluations (confidentiality is preserved) and Project Sponsor’s
Evaluation.
3.3. Concluding assessment
Practice Sharing Course Grades and the Advisors’ Grades are averaged to determine the
final Project Grade.
34
4. Reflection on the Project results
CAP Model allows for the achievement of both the major Value Added (what is promised to
the company at the unset of the project) and the Secondary Value Added( additional value
created beyond scope of the project). The main promise may be to prepare a marketing plan
for a good, but in the course of the project the team may find out that there is another issue
causing the increase of sales of similar goods of the company and may recommend
solutions.
It is very common with CAP that such secondary value added is created and submitted to the
company. It was for the PBL Project partner company Artesis that such a case happened.
Company wanted to know how to market a very high tech and licensed product it created in
Europe and USA. While examining the market in Turkey to get familiar with the sales of the
product, the team found out that after- sales support for the technology was weak and was
limiting the penetration of the technology in Turkey.
This was as great a finding of the project as the major marketing plan for sales abroad.
In this example and many others companies get what they want and implement the directly.
In some CAP cases changes in the company’ business environment or organizational
changes may reduce the urgency of using or implementing the results. In one case during
the middle of the project period, executive board of the company decided that they do not
need a web based sales system which was being designed by SU team. However they
switched the project to a loyalty program development project fully used the results of the
new revised project.
CAP Process allows establishing good relations with various companies. During the Final
Value Added presentations the teams make, companies have the floor to express their
satisfaction or slight dissatisfaction with the project results and that is discussed right there.
However there has not been a final reflection event in the ex-post sense. Ex partners’
willingness to offer new projects we think is an indication of our success. However, it is
almost like a rule not to go to the same companies more that two-three times.
35
Faculty of Management
MBA Program
Company Action Projects
Student Evaluation Form
Student’s Name: M. N
Company: RIM TURKIYE
Sponsor’s Name:A V
Date:
09-01-2009
Rating System
5= Excellent
2= Needs Improvement
4= Very Good
1= Unsatisfactory
3: Satisfactory
1.
Attendance:5
Comments
2.
Student involvement/participation in team effort
Comments
3.
Attention to company policies and procedures: 5
Comments
4.
Interpersonal relationships and communication with co-workers: 5
Comments
5.
Taking initiative to achieve project goals and complete related activities: 5
Comments
6.
Responsiveness to changing work requirements: 5
Comments
7.
Work ethic: 5
Comments
8.
Overall performance rating: 5
Comments
:5
Areas of Strength: leadership, professional, good relationship, self-motivation, selfresponsibility
Areas of Improvement: more practical work experience
36
Annex 1
TEAM MEMBER EVALUATION FORM+
The following evaluation of your team members is a tool to help improve your experience with group work.
Its purpose is to determine those who have been active and cooperative members as well as to identify those
who did not participate. Be consistent when evaluating each group member's performance by using the
guidelines below.
1 -never
2 -rarely
3 -sometimes
4 –usually
5 -always
Name of student being evaluated: -xxxx-----------------------------------------------------------------------Mark your responses.
 Has the student attended team meetings?
 Has the student made serious effort at assigned work
before the team meetings?
 Has the student made a serious effort to fulfill his/her
team role responsibilities on assignments?
 Has the student notified a teammate if he/she would not
be able to attend a meeting or fulfill a responsibility?
 Does the student attempt to make contributions in
group meetings?
 Does the student listen to his/her teammates ' ideas and
opinions respectfully and give them careful consideration?
 Does the student cooperate with the group effort?
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
2
2
3
3
4
4
5
5
1
1
5
Based on your responses to these questions, assign an overall rating on the following scale:
---------VERY GOOD------------------------- (Insert one of the given words. )
Excellent
Consistently carried more than his/her fair share of the workload
Very good
Consistently did what he/she was supposed to do, very well prepared and cooperative
Satisfactory Usually did what he/she was supposed to do, acceptably prepared and cooperative
Ordinary
Often did what he/she was supposed to do, minimally prepared and cooperative
Marginal
Sometimes failed to show up or complete assignments, rarely prepared
Deficient
Often failed to show up or complete assignments, rarely prepared
Unsatisfactory Consistently failed to show up or complete assignments, rarely prepared
Superficial
Practically no participation
No show
No participation at all
Adapted from a form reprintedin B.J.Millis P.G.Conell,Jt,Cooperative Learning in Higher Education Faculty.Oryx,Phoenix
1998.
Volume 2, No.1,2004 / 29
37
Section 3: The Norwegian case descriptions (students’ projects)
Example 3.1 Exploring competence profiles across the occupations
in construction work – the report of the student MA and an
interview on his Praksis placements in two companies
Introduction
This case description is mainly based on a report that has been deLered by the student MA
on his Praksis placement in enterprises with different specialisations. One was a. Plumbing
at company KR, painting at company FM.
His praksis placement was part of the vocational teacher education programme at Akershus
University College (HiAk). In addition to the student’s report, this case description is also
based on an interview conducted with the student and on information given by HiAk teachers
that are responsible for the students. The student’s report has been re-examined and is
presented below with a focus on the following questions:
 How has the praksis placement been initiated and prepared?
 How has the student’s task and the related work been shaped?
 How has the student’s work been documented and reported?
 How can the student’s results be linked to the study programme?
1. Preparation of students’ praksis placement
The context of the praksis placement
The student MA is part-time student who works as a teacher in vocational education at an
upper secondary school in the area of masonry alongside his studies. As part of his study
programme, MA had to go through the praksis placement. He had to spend three weeks
working in one or more companies. He had the praksis in two companies. One was a
painting company and the other was a plumbing company. The activities carried out in the
praksis were part of the teacher preparation programme for technical and vocational
education in Norway. The purpose was of the praksis was to acquire broader practical
experience that can be applied in the first year of upper secondary school (VG1). Figure 1
presents the structure of the vocational programme in the Norwegian upper secondary
schools and illustrates the path to a trade certificate.
As one can see from Figure 1, vocational education (VET) in Norway is part of the
educational system. It has been inserted in the upper secondary level of the school structure
since the 1974 Upper Secondary School Law, when classic academic and vocational training
programs were combined into a single comprehensive school. General theoretical education
and vocational education and training are offered side by side, often in the same school
building, in classrooms and in school workshops. The insertion of VET programme in the
educational system is a special and important feature of education in Norway because it
maintains the possibility to continue studying at the tertiary level open to pupils attending the
academic as well as the vocational programmes.1 The basic courses offered in the first year
of upper secondary school are broad and aimed at recruiting pupils to a wide choice of
trades as, for example, the Programme for Building and Construction that prepares pupils for
the skilled worker level in 20 different trades.
1
Having completed lower secondary education, a student can choose to enter one of the following
nine Vocational Education Programmes: Programme for Technical and Industrial Production;
Programme for Electricity and Electronics; Programme for Building and Construction; Programme for
Restaurant and Food Processing; Programme for Health and Social Care; Programme for Media and
Communication; Programme for Agriculture, Fishing and Forestry; Programme for Service and
Transport; Programme for Design, Arts and Crafts.
38
VOCATIONAL EDUCATION IN NORWAY
Normal pathway to a trade/journeyman’s certificate
Craft certificate (INDUSTRY)
Competence platforms
Journeyman’s certificate (CRAFT)
Trade/journeyman certificate
examination
Apprenticeship within a company
2 years
Curriculum
Upper secondary school
VG 1 – 1st year VG 2 – 2nd year
Basic comprehensive school (10 years)
Figure 1: The path to vocational education in Norway
The challenge for teachers in the Building and Construction programme can be quite large.
They have to know their specific trade in depth and must also have good knowledge about
the other trades in order to prepare the students for making their choices. This means that in
spite of the difference between carpentry, painting and plumbing, a teacher in carpentry must
also be able to teach one of the other disciplines in the first year of upper secondary school.
Such structure requires that teachers in vocational education have both deep and broad
competences. Thus, for example, a carpenter must have deep knowledge not only in his/her
specific discipline, but also a broad knowledge in the other vocational disciplines within the
educational programme that he/she teaches. The teachers that are recruited to work in
vocational education are usually workers that have a trade certificate and a minimum of two
years of practice after having received the certificate.
The task given by HiAk and the shaping of the praksis placement
One of the main focuses of the programme for Vocational teacher education is on didactic
issues; directions regarding learning activities are made quite clear for the students’ practice.
This means that student projects require focus on
1) the every day work tasks in the company and
2) highlighting of how to prepare and conduct learning activities in the vocational schools
based on what they have learned in the company.
The praksis placement is not a complex project. Instead, it is an extensive task that is
incorporated into the study programme of HiAk. Therefore, there has been little room for
39
options. Thus, there is a general task for the praksis placement that is linked to the
development of the vocational teacher’s competences.
Contact and arrangements with the companies
The report doesn’t give information how the student made the contact and negotiated the
placements with the companies. During the interview, the student explained that he
contacted the companies. He was well acquainted with the owners of the two companies.
There was no written contract. All agreements were oral. There was no special arrangement
to facilitate the praksis activities as it is done for upper secondary pupils. The companies did
not organise anything especially. What happened was that a place for praksis was offered.
The owner of the plumbing business is a close friend. The plumbing company has 6
employees and the painting company has 20 employees.
2. Defining the student’s task and the report on the findings
The guidelines that set the students’ tasks focus mainly on the student’s learning within the
study programme. In the case here presented, the company does not expect to benefit from
the student’s work and tasks carried out during the praksis placement. The companies’ role
is mainly to offer their facilities for the student’s learning activities. The implementation of the
task/project was led by the student himself based on the following key topics.
2.1. Introduction to the student’s learning history
The student has described his teaching areas at the school where he is employed. He is a
teacher in Programme for Building and Construction (BAC) and his professional background
is in masonry. The student also describes his experience as a skilled worker.
2.2. Conceptual background for the praksis placement in the companies
The report gives relatively “good reasons” for the needs of broad competence for teachers in
the Programme for Building and Construction, which recruits to 20 trades on the skilled
worker level. The student expresses the difficulties and challenges to be a teacher in the
Building and Construction programme. He mentions the big difference between a carpenter
and a plumber, and he wants to be more aware of details, for instance in the plumbing
trades. He also reflects over trades that belong more to the “building family” like plumbing –
masonry. With the background mentioned above, he has decided to learn more about the
following trades: Plumbing and Masonry.
During the interview the student expressed his view about the praksis in the work life and
emphasises that it is important that the tasks are varied. As he puts it: "Learning outcomes
are not good enough if you have to repeat a task, as for example mount a sink, day after
day. This requires planning. "And continues:" Better planning / coordination of the practices
of the company you will have practice in. This means that objectives and learning outcomes
should be clearer.”
2.3. Acquiring the necessary breadth/scope of competence/expertise
The student has used a matrix to summarise his awareness about:
 what he wants to learn,
 how he can learn it,
 why he should learn it, and
 what he has learned during his practice period in the companies
MA combines his practice in the companies with professional courses at his school, which
are organized by the school and colleges. The student has prepared a matrix where he
indicates briefly how the experience gained in the companies is linked to the local curriculum
for Building and Construction programme in “VG1” (first year in upper secondary school), and
how it is linked to the pupils learning. (The matrix below is translated from a more detailed
Norwegian version into a more compressed English version.)
40
Areas of
vocational
competences
Plumbing
Painting
Carpentry
Where do I acquire
competences?
How and what for?
Experiences - what
have I learned?
 Professional experience in the plumbing
company KR.
 Courses in the evening
with focus on the BAC
subject plumbing, organized by vocational
teachers at V. upper
secondary school.
 Professional practice
in the company FM.
 I used my previous
experience.
 Through the practice in
the company I work in
relevant work areas in
plumbing trade.
 Evening course in
school was a review of
basic topics that pupils
should learn in the
VG1 BAC curriculum.
 Get insight into
relevant tasks
for a painter. What is
the job comprised of
primarily
 Professional practice
in the company AF.
 Courses in the evening
with focus on the BAC
subject carpentry,
organized by
vocational teachers at
V. upper secondary
school.
 AF is a small
company. I did some
carpentry work.
 Evening course at the
school was a review of
construction of cabins
that pupils build and
sell on end of production time for VG1. The
cabin project is
linked to the local
curriculum for VG1.
 In the company I work
with sewage systems,
heat coils, mounting of
sanitary equipment
and mounting/ adjustment of heat pump.
 At school, we did
simple exercises incl.
soldering, welding etc.
 I worked with carpets.
But, mostly with
surface treatment.
I have worked with
painting earlier. I was
not entirely unfamiliar
with this sort of work.
 Worked with rehabilitation of bathroom,
covering of ceiling and
walls. Technical
solutions included
lifting up the roof etc.
 At the school, the
evening course
focused on how the
cabins are constructed
and how to use
different materials.
Table: The student’s overview on the exploration on vocational competences during
his praksis placement
2.4. The student’s reflection on the learning results
The student MA describes the practice period that provided him with a wide range of
practical experience and learning. Being a teacher in occupational cluster Building and
Cluster, he has to familiarise himself with a broad competence that includes plumbing,
painting, bricklaying, carpentry etc. He mentions that the practice in the companies has given
him more confidence and insight. He points out that practice in the plumbing company was
significant. However, his working tasks were related to a higher level of qualifications than his
teaching at the vocational school.
During the interview the student had the possibility to deepen his reflections about the
praksis. His major disappointment with the praksis placement was the fact that he had little
contact with apprentices. Therefore he didn’t learn much about the way in which the
companies take care of their apprentice training. The student also reflects on how the
practice is organized by HiAk, and has some suggestions for changes.
Concerning the report, he believes it could have been more documented with pictures that
show specific situations on which it is possible to reflect on, and he adds: "This could be
presented to class mates for group discussions and learning. The documentation could also
be more geared towards what can be used as teaching materials in secondary school, and
also applied directly in their own teaching. That is more specific and targeted. "He is very
concerned that the experience gained from practice should be shared with everyone.”
41
He said that despite the fact that he has some critical remarks regarding the praksis he
believed that learning outcomes have been good. As he says: "I've got a good insight into
other disciplines." This wide expertise should also be maintained by visiting the company
when a person works as a teacher. He also says that the breadth of expertise has helped
him in his job as a teacher of Vg1 in building and construction.
During the interview he has also indicated to be little frustrated that the materials used and
installed in modern houses and buildings that are not used to a larger degree in school
because of finances. Then, he says: “The practical tasks given to the students are not always
relevant for the work life.” He gives some examples to this comment. He experienced that the
closest he has come to the breadth of competence that he has acquired in the praksis is
possible to carry out in the school. He has referred also to didactics with a wrong content
when, for example, pupils do the soldering of a copper candlestick in the school's workshop
and plastic pipes are used in the work life.
He believes that the placement of 3 weeks should be discussed. This ensures no relevant
experience, because the labor in the business can be very uniform, and thus are of repetitive
nature, which may prevent the student from getting the breadth of the expertise required and
expected. There must be some additional planning.
The student has clearly put himself into what the study programme requires and describes in
relation to the practice he has had. He refers to the curriculum and believes that there is
consistency between what he has learned in the praksis in a company and the study
programme. Finally he says that he is pleased with the programme even though much has
been unclear, and says the following: "In general I feel that all tasks throughout the program
are geared towards being a teacher and teacher practice."
3. Reflective commentary (from the perspective of HiAK)
The report from the practice period is not very detailed. The documentation has been
deLered as a text document (4 pages). Yet, it refers genuinely to the focal theme: ‘to be a
vocational teacher’. Here it is crucial to combine technical competences (professional
qualifications) are with pedagogic/ didactic competences.
3.1. The report: structure and content
The first part is descriptive. The student provides the reasons for focussing on the specific
practice and trades. He justifies his selection by stating that his teaching areas determined
what he had selected, and he pointed out some challenges for the teachers in the Building
and Construction programme. In the second part the student describes the content and the
quality of diverse work tasks he had to deal with and had observed in the company. The work
tasks are summarised and presented under the four headings in the matrix shown above.
The last part is the reflective part of the report. In this part the student attempts to link what
he had learnt in the company to his job as a vocational teacher in Building and Construction
programme.
3.2. Reflection on the project results
The level of reflection expressed in the report is modest, but it shows a tendency toward selfreflection when the student expresses awareness about how he can utilize the experiences
gained during the period he spent in the company. Among his examples, he refers to how the
terminology learned in the company can make sense in his classes. He refers also to the
need of teaching some of the subjects in greater depth. We can find some reflections of
didactical character, but not very deeply in the written report.
However, during the interview the student had the possibility to reflect with greater depth
about his praksis. Such reflections have been added to item 2.4 The student’s reflection on
the learning results (above).
42
As a final comment from HiAk’s perspective, the following can be added that student's main
purpose is to get vocational training within the Building and Construction cluster combined
with a didactical focus. This means that the praksis in a company has given him the
opportunity to reinforce the required competences to teach within the building and
construction cluster. Thus, the relevance of the praksis in company is two-fold. First, it
contributes to developing the "right" skills. In addition, it is worth noting that the student
expresses the major challenges related to being able to teach at the broad basic course
within building and construction programme of the first year of upper secondary education.
Breadth and depth of expertise can be described as an upside down T. Having a trade
certificate as mason, the student has increased the knowledge about painting and plumbing
work in building and construction. Such knowledge shall contribute to make him a more
qualified teacher for teaching in the first year of upper secondary education. Figure 2
illustrates the breadth and depth within the Building and Construction cluster.
Figure 2 “T-curriculum”
43
Example 3.2 Exploring competence profiles in the installation
technique – The report of student JT and interview on his Praksis
placement in the company E
Introduction
This case description is based mainly on a report that has been deLered by the student JTH
on his Praksis placement at the electro installation company E. JTH is a teacher in the
Programme for Electricity and Electronics (EE) at an upper secondary school. His praksis
placement was part of the Technical and Vocational Teacher Education programme at
Akershus University College (HiAk). This case description is also based on an interviews
conducted with the student and information given by HiAk teachers. The student’s report and
interview provided the basis for answering the following questions:
 How has the praksis been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How can the student’s results be linked to the study programme?
1. Preparation of students’ praksis placement
1.1 The context of the praksis placement
The student JTH is part time student. This means that he works as a teacher in the
vocational education programme at an upper secondary school alongside his studies in
teacher education. JTH has spent three weeks carrying out his praksis in a company during
his teacher vacation. The student was free to select the place for his praksis within a specific
framework. This student has a trade certificate in electronics and he took contact with a
power plant because he wanted to gain wider expertise in electrical and electricity
installation.
1.2 The task given by Akershus University College
One of the main focuses of the programme for Vocational teacher education is on didactic
issues. Directions regarding learning activities are made quite clear for the students’ practice.
This means that student projects require focus on 1) the every day work tasks in the
company and 2) highlighting of how to prepare and conduct learning activities in the
vocational schools based on what they have learned in the company. The student practice is
not a project, but rather a task that is decided by HiAk’s study plan, leaving little room for
many options. Thus, the task is part of the study plan, which defines/prescribes the breadth
of the vocational teacher’s competence.
1.3 Contact and arrangements with the companies
The report does not give information about how the initial contact was made between the
student and the company. In the interview, the student explained that he took the initiative to
contact this company because he knew the people very well. Thus the praksis was based on
an oral agreement with the company and no contract was signed. The student’s interest was
to know what was happening in the power plant and spread the knowledge to his upper
secondary school pupils that attend the Programme for Electricity and Electronics. The
student had a helpmate during the time he spent at the company.
44
2. Defining the student’s task and the report on findings
The guidelines for the students’ tasks focus mainly on the student’s learning within the study
programme. The student’s task and his practice in the company are mainly set up for the
student’s learning. In the case here presented, the company does not expect to benefit from
the student’s work and tasks carried out during the practice period. The company’s role was
mainly to offer its facilities for the student’s learning activities and a helpmate during the
praksis. The company has had positive experiences with pupils from the upper secondary
school but it had never received a student attending higher education. The implementation of
the task/project was led by the student himself.
2.1 Description of work tasks (electro installation)
The student has described the work tasks that he observed and carried out during the three
weeks practice period. For example he describes the rebuilding of an electric installation
according to standards, rules and laws, and refers to how important it is to follow the laws
and standards.
2.2 Description of training of apprentices and other employees
The company Evje has one apprentice. This apprentice followed a skilled worker over time,
and in many situations he carried out his tasks independently. In his report, the student
describes how the apprentice is followed up by a “mentor” and the kind of documentation he
has to fill out as part of the apprenticeship period.
The student refers also to other employees. He explains the importance of updating
knowledge in regard to new rules and regulations required by law. He adds that in-service
training activities are organised through external courses and seminars. The report mentions
also that the company offers different activities for developing competencies and that the
employees participate in these activities on a voluntary basis.
2.3 Acquiring the necessary breadth/scope of competence/expertise
This key topic is aimed at encouraging the student to reflect over his practice. The student
expresses the importance of high-quality guidance for people in practical work regarding,
especially, the solution of different problems. In addition, he refers to the importance of inservice training for the updating of necessary knowledge and competence. During the
interview, the student reinforced the importance of all these aspects for him as a teacher in
vocational education.
2.3. Acquiring the necessary breadth/scope of competence/expertise
This key topic is aimed at encouraging the student to “discover” and connect typical work
tasks in the company (the real life) to his profession as a vocational teacher, where his
teaching area is quite broad. He expresses that he has learned a lot in the area of
electronics. In addition to typical electro-technical learning outcomes, he expresses useful
experiences from the “broad” learning area, and the possibilities to transfer this experience to
his job as a teacher.
2.4. Description of the learning outcome regarding the broad curriculum on upper
secondary level 1 (VG1)
This key topic is aimed at encouraging the student to discover and connect typical work tasks
in the company (the real life) to his profession as a vocational teacher, where his teaching
area is quite broad. He gives some examples. In addition to typical electro technical learning
outcomes, he expresses useful experiences related to the breadth of the curriculum for
vocational education in the first year of upper secondary education (VG1), and the
possibilities to transfer this experience to his job as a teacher. The student that the praksis
has given the possibility to enforce a closer relation between the company and the school
having in view places for future apprentices.
45
3. Reflective commentary (from the perspective of HiAk)
The report about the practice period is not very comprehensive or deep. But it expresses the
didactical perspectives regarding the overall focus: “to be a vocational teacher”, where the
electro technical competence (professional qualifications) combined with
pedagogical/didactical competence is crucial. The documentation has been deLered as a
text document with 5 pages. The importance of the praksis to strengthen the student’s
pedagogical and didactical competence is reinforced in the interview when he states that he
drew parallels between different vocational subjects. This is an important reflection related to
the breadth of teaching in the first year (VG1) of secondary school. He also learned a lot
about electronics and electricity during the praksis visits.
3.1 The report - structure and content
The first part is descriptive. The student describes the content and the quality of diverse work
tasks he dealt with and observed in the company. He gives also examples of different
training and learning activities carried out by the apprentices and the skilled workers.
The second part is the reflective part of the report. In this part the student attempts to link
what he has learned in the company to his job as a teacher in vocational education. In the
interview the student informed that he had the opportunity to make a self-evaluation of his
report and received an evaluation of the teacher at HiAk. These evaluations were important.
He added that it would have been good if the company had also given a written report about
his praksis. One of the problems is that companies do not like too much paper work therefore
it can be difficult to ask for written reports.
3.2 Reflections about the project results
The level of reflection expressed in the report is modest, but it shows some tendency toward
self-reflection when the student expresses awareness about how he can utilize the
experiences from the period spent in the company, which is also reinforced in the interview.
Most of the reflections are connected to electronic and electric power systems (the subject).
Maybe, by reading between the lines and with benevolent eyes, one can find some
reflections of didactical character. In the interview, the student expresses that the praksis has
strengthened his relation to teaching and to the breadth of knowledge. He mentions also that
the praksis offers the possibility to develop cooperation between the company and Akershus
University College.
In the report, the student tries to link what he has learned in the company to his job as a
vocational teacher in the Program for Electricity and Electronics (EE). However, he is not
clear how significant the practice has been for him. During the interview he expresses the
high significance of the praksis for development of his skills in his subject area, i.e., electricity
and electronics. In addition, he emphasises the importance of the praksis in relation to his
teaching in upper secondary education. Breadth and depth of expertise required for teaching
the curriculum in technical and vocational education can be expressed as a T turned upside
down, as shown in Figure 1.
Figure 1: Breadth and depth of curriculum
46
Example 3.3: Exploring competence profiles across the
occupations in construction work – The report by the student JL
and an interview on his Praksis placement in the company S
Introduction
This case description is based on a report that has been deLered by the student JL and on
the interview about his Praksis placement in a large construction company in Norway (SN
AS). Further information has been provided by HiAk teachers that are responsible for
supervision of the students’ praksis.
The student is a carpenter and during the praksis he worked with the subject “concrete” in
construction of buildings which included how to perform basic work, foundations and the
building’s structure and reinforcement. Praksis placement was part of the vocational teacher
education programme at Akershus University College (HiAk).
The interview and the student’s report have given the basis for answering the following
questions:
1) How has the praksis placement been initiated and prepared?
2) How has the student’s task and the related work been shaped?
3) How has the student’s work been documented and reported?
4) How can the student’s results be linked to the study programme?
1. Preparation of students’ praksis placement
1.1 The context of the praksis placement in a company
The student JL is part-time student who works as a teacher in the vocational programme at
an upper secondary school alongside his studies. As part of his study programme, JL had to
go through the praksis placement, which consists of 3 weeks in a company and one week in
a secondary school. The student was free to select the place for his praksis within a specific
framework. He chose to do his praksis in a large construction company.
The activities carried out in the praksis were part of the teacher preparation programme for
technical and vocational education in Norway. Figure 1 presents the structure of the
vocational programme in the Norwegian upper secondary schools and illustrates the path to
a trade certificate.
1.2 The task given by HiAk and the shaping of the praksis placement
One of the main focuses of the programme for Vocational teacher education is on didactic
issues. Therefore, directions regarding learning activities are made quite clear for the
students’ practice. This means that student projects require focus on
1) the every day work tasks in the company and
2) highlighting of how to prepare and conduct learning activities in the vocational schools
based on what they have learned in the company.
The praksis placement is not a complex project. Instead, it is an extensive task that is
incorporated into the study programme of HiAk and there has been little room for options.
Thus, there is a general task for the praksis placement that is linked to the development of
the vocational teacher’s competences.
1.3 Contact and arrangements with the companies
The report did not give information how the student made the contact and negotiated the
placements with the companies. During the interview the student explained how the
company was contacted and the placement negotiated. There was no written contract or
arrangements. It appears that companies are not in favour of too much paper work and
therefore prefer to receive trainees on the basis of oral agreements.
47
2. Defining the student’s task and the report on the findings
The guidelines that set the students’ tasks focus mainly on the student’s learning within the
study programme. In the case here presented, the company doesn’t expect to benefit from
the student’s work and tasks carried out during the praksis placement. The company’s role is
mainly to offer the facilities for the student’s learning activities. The implementation of the
task/project was led by the student himself based on some key topics such as basic work,
foundations and the building’s structure and reinforcement.
The student describes the company by stating that it uses the latest technology and has
updated equipment. Thus, it is has a great expertise in the student’s subject area. The
company aims at long-term recruitment of manpower and it accepts about 80 apprentices
from the whole country. He observed how the training of apprentices takes place and how
they are followed up by a helpmate, until the end of apprenticeship when apprentices
perform a practical examination and are graded by 1 or 2 professionals. Other employees
are regularly sent to courses and can also take continuing education, such as in technical
schools.
2.1. Introduction to the student’s learning history
The student has referred to his teaching areas at the school where he is employed. He is a
teacher in Programme for Building and Construction (BAC) and his professional background
is carpentry. The student also describes his experience as a teacher in the second year of
high school (VG2). He is concerned about his knowledge in building and construction, to
which belongs his subject area, i.e., carpentry.
2.2. Conceptual background for the praksis placement in the companies
The report gives good reasons for the needs of broad competence for teachers in the
Programme for Building and Construction, which recruits to 20 trades at the skilled worker
level. He observed several work responsibilities that included the production of cast and
prefabricated concrete structures within building and construction activities. He emphasises
in the report the importance of a concrete worker to be able to cooperate with others at the
construction site, as well as to perform the work in a safe and economical way. “This is
important because there must be a flow of work”, he writes. He states that all these are
important observations that he brings back to his teaching at the upper secondary education.
2.3. Acquiring the necessary breadth/scope of competence/expertise
The student indicates to be very interested in an internship that is more closely related to his
subject. He mentions the work of a bricklayer as an example and adds “I need some more
training in this subject, so I do not have to feel so uncertain in my teaching”. He thinks also
that teachers should give a high attention to interdisciplinary work so that the pupils have a
more holistic undestanding of the various subjects early in their education.
2.4. The student’s reflection on the learning results
The student JL describes the practice period that provided him with a wide range of practical
experience and learning. Being a teacher in occupational cluster Building and Cluster, ha has
to familiarise himself with a broad competence that includes plumbing, painting, bricklaying,
carpentry etc. He mentions that the practice in the construction company has given him more
confidence and insight in the area of concrete. He says that one lesson he has learned is the
precision one must have in reinforcement of concrete elements (“armering”) and adds that
“those who cheat” when teaching this subject should get some training in this area before
they start working in a school.
Thus, the praksis in the construction company has been significant. It has not only
contributed for updating the students’ knowledge about what is going on in the construction
site, but it has also made him very aware of the importance of having a deeper
understanding and ”respect” for subjects related to his own in building and construction
48
3. Reflective commentary (from the perspective of HiAK)
The report from the practice period is short (1,5 page) and refers mostly to the company’s
activities. The student was later interviewed and had the opportunity to elaborate more
deeply the experiences during the praksis. He extended his reflections by elaborating on the
relevance of the praksis to his work as an upper secondary vocational education teacher in
carpentry. He has also related the praksis to his role as a student in the bachelor programme
in technical and vocational teacher education. The student expresses great awareness of the
importance of technical and didactical competencies to carry out his teaching activities.
The students’ opinion is that sharing of experiences at Akershus University College is usually
good. Time is allocated to it, depending on the teacher. Despite this, they mean that it could
be better, more structured. They also think that a lot of experience sharing is done informally
in the cafeteria between students. This applies also to a large degree to sharing of
experiences from the practice in the company. Even if he believes there must be structure to
experience sharing, he also believes that there must be some flexibility.
3.1. The report: structure and content
The first part is descriptive. The student provides the reasons for focussing on the specific
practice and trades. He justifies his selection by stating that his teaching area has
determined his selection of the company for the praksis, and he pointed out some challenges
for the teachers in the BAC programme. The student describes the content and the quality of
diverse work tasks he had to deal with and had observed in the company. The last part is the
reflective part of the report. In this part the student attempts to link what he had learnt in the
company to his job as a vocational teacher in BAC programme.
3.2. Reflection on the project results
The level of reflection expressed in the written report is modest and has some reflections of
didactical character. However, during the interview the student has given a more detailed
account of the experiences in the praksis and reflected about them in relation to his work as
a teacher and his studies in pedagogy of vocational education. He refers also to the
importance of depth of knowledge for teaching his own subject as well a greater
understanding and respect for related subjects in building and construction
Because the student's focal point is to get vocational training within the Building and
Construction cluster and also a didactical focus, the praksis in a company has given him the
opportunity to reinforce the required competences to teach within the building and
construction area. Thus, the relevance of the praksis in company is two-fold. First, it
contributes to developing the "right" skills. In addition, it is worth noting that the student
expresses the major challenges related to being able to teach at the broad basic course
within building and construction programme of the first year of upper secondary education.
Breadth and depth of expertise can be described as an upside down T. Having a trade
certificate as carpenter, the student has increased the knowledge about concrete work in
building and construction. Such knowledge shall contribute to make him a more qualified
teacher for the first year of upper secondary education. Figure 1 illustrates the breadth and
depth within the BAC cluster.
Figure 1: “T-curriculum”
49
Example 3.4 Exploring competence profiles across the occupations
in construction work – The report by the student OH and an
interview about his Praksis placement in the company LB
Introduction
This case description is based on a report that has been deLered by the student OH and on
the interview about his praksis placement in a small enterprise in Norway (LB) which does a
wide range of services from renewing bathrooms to fixing large façades.
The student is a painter and during the praksis he participated in a group that built a new
bathroom in an old building. Praksis placement was part of the vocational teacher education
programme at Akershus University College (HiAk).
The interview and the student’s report have given the basis for answering the following
questions:
 How has the praksis placement been initiated and prepared?
 How has the student’s task and the related work been shaped?
 How has the student’s work been documented and reported?
 How can the student’s results be linked to the study programme?
1. Preparation of students’ praksis placement
1.1 The context of the praksis placement in a company
The student OH is part-time student who works as a teacher in a vocational school alongside
his studies. As part of his study programme, OH had to go through the praksis placement,
which consists of 3 weeks in a company and one week in a secondary school. The student
pointed out the difficulty of having enough time to carry out the praksis in a company and
attend the bachelor program at HIAK while in full work at the school. Thus, the student must
use vacation to complete his practice. It appears that the employer, i.e., the school, has very
little understanding for this situation and does not facilitate by giving free time to the student,
in spite of the fact that this knowledge is needed by the school
The student was free to select the place for his praksis within a specific framework. In the
first period of his praksis he chose masonry because of its breadth, a characteristic similar to
painting, which is his discipline. He chose a small company that carries out several types of
jobs such as fixing bathrooms, façade insulation, fireplace masonry and others.
The activities carried out in the praksis were part of the teacher preparation programme for
technical and vocational education in Norway. Figure 1 presents the structure of the
vocational programme in the Norwegian upper secondary schools and illustrates the path to
a trade certificate.
1.2 The task given by Akershus University College and the shaping of the praksis
placement
One of the main focuses of the programme for Vocational teacher education is on didactic
issues. Therefore, directions regarding learning activities are made quite clear for the
students’ practice. This means that student projects require focus on
1) the every day work tasks in the company and
2) highlighting of how to prepare and conduct learning activities in the vocational schools
based on what they have learned in the company.
The praksis placement is not a complex project. Instead, it is an extensive task that is
incorporated into the study programme of HiAk and there has been little room for options.
Thus, there is a general task for the praksis placement that is linked to the development of
the vocational teacher’s competences.
50
1.3 Contact and arrangements with the companies
The report did not give information on how the student made the contact and negotiated the
placements with the companies. During the interview the student explained how the
company was contacted and the placement negotiated. There was no written contract or
arrangements. The student said that the company is not in favour of too much paper work
and therefore prefers to receive trainees who they know from before and on the basis of oral
agreements. The reason he contacted the company was because he was acquainted with
the owner of LB.
2. Defining the student’s task and the report on the findings
The guidelines that set the students’ tasks focus mainly on the student’s learning within the
study programme. In the case here presented, the company’s role has been mainly to offer
the facilities for the student’s learning tasks. The implementation of the task/project was led
by the student himself based on some key topics within masonry, such as fixing bathrooms,
façade insulation, building of fireplace and others.
The student describes the company by stating that it is small and it doesn’t expect to benefit
from the student’s work and tasks carried out during the praksis placement.
They perform different kinds of jobs in masonry and in recent years they have worked a lot
with façade insulation. Part of the workforce consists of permanent employees and another
part is hired labour. The teaching of an apprentice and other employees is similar to the
subject of painting. A journeyman is followed by an apprentice who gets to try at the same
work tasks carried out by the journeyman. The employees are often updated on new
products and work methods. This is done through the company's owner who constantly
attends courses in the industry and later passes the information on to the employees.
During the internship the student participated in the construction of a new bathroom in an old
building. This was a very extensive work. I took part in the removal of the old floor and the
whole process of casting and setting a membrane and tiles. The student mentioned that
painting and masonry are similar because both require several operations for achieving the
final result.
2.1. Introduction to the student’s learning history
The student has referred to his teaching areas at the school where he is employed. He is a
teacher in Programme for Building and Construction (BAC) and his professional background
is painting. The student also describes his experience as a teacher in the second year of
high school (VG2). He is concerned about his knowledge in building and construction, to
which belongs his subject area, i.e., painting.
2.2. Conceptual background for the praksis placement in the companies
The report gives good reasons for the needs of broad competence for teachers in the
Programme for Building and Construction, which recruits to 20 trades at the skilled worker
level. He emphasises that one of the things he had learned and was confirmed during the
praksis was the importance of allowing the pupils to try out in an early phase of learning. He
said that often, in order to spare time, a person might be tempted to do the work
himself/herself and just tell the pupils to observe.
2.3. Acquiring the necessary breadth/scope of competence/expertise
The student indicates that he has learned much about different products and application
methods. Another point emphasised is that a mason focuses a lot on order and cleanliness.
He states that all these are important observations that he brings back to his teaching at the
upper secondary education.
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2.4. The student’s reflection on the learning results
The student OH describes the practice period that provided him with a wide range of
practical experience and learning. He mentions the expectation that the student will have
greater breadth in order to in the first year of secondary schools (VG1).
The student says that he understands that there must be breadth in the subject knowledge,
but he would have liked greater in-depth in his own discipline as well. He expresses also that
the learning can be somewhat limited in relation to being able to perform in front of the
students because performance has to do with the knack. To use a teacher that is specialised
in one discipline to teach across the other disciplines might function when teaching the
theory. However the student expresses to be in doubt when the teacher is going to teach the
practical part because “the teacher’s self-assurance becomes weakened in this kind of
situation”. One very positive aspect pointed out by this student, in agreement with the
comment of another student, is that the praksis has also made him very aware of the
importance of having a deeper understanding and ”respect” for subjects related to his own in
building and construction.
3. Reflective commentary (from the perspective of HiAK)
The report from the practice period is short (1 page) and refers mostly to the company’s
activities. The student was later interviewed and had the opportunity to elaborate more
deeply the experiences during the praksis. He extended his reflections by elaborating on the
relevance of the praksis to his work as an upper secondary vocational education teacher in
painting. He has also related the praksis to his role as a student in the bachelor programme
in technical and vocational teacher education. The student expresses great awareness of the
importance of technical and didactical competencies to carry out his teaching activities. He
adds that at the start of the programme, the emphasis on depth and breadth of knowledge
was not well understood. With the progress of the bachelor programme, it is becoming
clearer. However he has still doubts about the concept “breadth”- He says that “the issue
relates to whether a painter can really be so good in another discipline, as for example
carpentry, so that he/she is able to teach this subject”.
The students’ opinion is that the sharing of experiences at Akershus University College is
usually good. Depending on the teacher, a certain amount of time is allocated to group
discussions. Despite this, they mean that it could be better, more structured. They also think
that a lot of experience sharing is done informally in the cafeteria between students. This
applies also to a large degree to sharing of experiences from the practice in the company.
Even if he believes there must be structure to experience sharing, he also believes that there
must be some flexibility.
3.1. The report: structure and content
The first part is descriptive. The student provides the reasons for focussing on the specific
practice and trades. He justifies his selection by stating that his teaching area has
determined his selection of the company for the praksis, and he pointed out some challenges
for the teachers in the BAC programme. The student describes the content and the quality of
diverse work tasks he had to deal with and had observed in the company. The last part is the
reflective part of the report. In this part the student attempts to link what he had learnt in the
company to his job as a vocational teacher attending a bachelor degree programme in
technical and vocational teacher education.
3.2. Reflection on the project results
The level of reflection expressed in the written report is modest and has some reflections of
didactical character. However, during the interview the student has given a more detailed
account of the experiences in the praksis. He reflects about the praksis in relation to his work
as a teacher and his studies in pedagogy of vocational education. He refers also to the
importance of depth of knowledge for teaching his own subject as well a greater
understanding and respect for related subjects in building and construction. He emphasises
52
that performing tasks in the subject “masonry”, which is outside his own area of expertise
(painting), has increased his understanding and respect for the related subject.
Because the student's focal point is to get vocational training within the Building and
Construction cluster and also a didactical focus, the praksis in a company has given him the
opportunity to reinforce the required competences to teach within the building and
construction area. Thus, the relevance of the praksis in company is two-fold. First, it
contributes to developing the "right" skills. In addition, it is worth noting that the student
expresses the major challenges related to being able to teach at the broad basic course
within Building and Construction programme of the first year of upper secondary education.
Breadth and depth of expertise can be described as an upside down T. Having a trade
certificate as painter, the student has increased the knowledge about masonry in building
and construction. Such knowledge shall contribute to make him a more qualified teacher for
the first year of upper secondary education. Figure 1 illustrates the breadth and depth within
the BAC cluster.
Figure 1: “T-curriculum”
53
Example 3.5 Exploring competence profiles in the electro
installation technique – The report of the student AIL and an
interview about her Praksis placement in the company JBV
Introduction
This case description is mainly based on a report that has been deLered by the student AI on
her practice-based learning placement in the company JBV. The placement in the company
was part of her Vocational teacher education at Akershus University College (HiAk). In order
to carry out the praksis in a company, she had Fridays off from teaching. In addition, she
used her free days in connection with Easter and 14 days of the summer holidays. The
minimum requirement for the praksis was to spend 3 weeks in a company.
This case focuses on the student in-depth part of the study programme in electronics.
The case description is based on information given by the student and by HiAk teachers that
are responsible for following up the students in their practice. This report has been reexamined after an interview carried out with the student and is presented below with a focus
on the following questions:
 How has the praksis been initiated and prepared (as an exemplary case of universityenterprise cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How can the student’s results be linked to the study programme?
1. Preparation of students’ praksis placement
1.1 The context of the praksis placement
With a trade certificate from 1993, the student asked herself the following question: What has
happened in my profession since 1993? She took the initiative to contact the company and
did it herself by calling one of the employees that she was acquainted with. She explained
her needs according to the study plan/curriculum and how, after some discussions, she
made an agreement for her placement. She points out in her report that reaching an
agreement was a job that took time and required a lot of communication with the project
manager.
AI is a part time student. This means that she works as a teacher in vocational education
combined with her studies. AI must spend three weeks in the company. The school where
the student is employed has to find substitute teachers for her during the days that she had
her praksis in the company.
1.2 The task given by Akershus University College
One of the main focuses of the programme for Vocational teacher education is on didactic
issues; directions regarding learning activities are made quite clear for the students’ practice.
This means that student projects require focus on 1) the every day work tasks in the
company and 2) highlighting of how to prepare and conduct learning activities in the
vocational schools based on what they have learned in the company. The student practice is
not a project, but rather a task that is decided by HiAk’s study plan, leaving little room for
many options. Thus, the task is part of the study plan, which defines/prescribes the in-depth
knowledge of the vocational teacher’s competence.
1.3 Contact and arrangements with the companies
A partnership agreement was made between the company and her, the student. The electro
master and the head of department were responsible for guiding her. In addition to the
54
cooperation agreement, it was agreed which days she would be in the company. She had to
pay for all additional expenses.
2. Defining the student’s task and the report on findings
The student’s task and her practice in the company are mainly set up for the student’s
learning. In the case here presented, the company does not expect to benefit from the
student’s work and tasks carried out during the practice period. The company’s role is mainly
to offer facilities for the student’s learning activities and it expects nothing from the college in
connection with her praksis. The company made it easy for her to have praksis in the part
related to “depth” of the study programme. The company knew little the curriculum of this
program. The implementation of the task/project was led by the student herself based on key
topics related to her discipline, particularly in fiber-technology. The person responsible for her
during the praksis used enough time to tell and teach her about the new technology.
2.1 Description of work tasks
The student has described the teaching areas at the school where she is employed. She is a
teacher in Programme for Electricity and Electronics (EE) and her professional background is
in electronics. The student also describes her experience as a skilled worker. Her report has
several pictures that illustrate the type of activities she was involved with.
2.2 Background for the practice in the companies
The report gives relatively good reasons for the need of both breadth and depth
competences for teachers in the Programme for Electricity and Electronics, which recruits
students to a large group of trades at the skilled worker level.
2.3 Acquiring the necessary in-depth/scope of competence/expertise
The student has not expressed learning goals very precisely, but she was interested to learn
more about fibre technology and fibre cable. During the interview she expressed that it was
interesting to discuss with her guides issues related to what is taught in the school and what
the company expects the pupils to know when they become apprentices. Particular attention
was paid to the gap that exists between the schools and work life due to the use of outdated
books in the schools and consequences in the learning of theoretical frameworks.
2.4. Description of the learning outcome regarding the in-depth curriculum on upper
secondary schools (VG2)
In the interview, the student explained that the National Curriculum in vocational training
program was used as a starting point for the part about “depth” of the program when she
carried out the praksis in the company. The teacher supervised the implementation of the
task in the module that focuses on ”depth”
Being the only student who had this subject, she carried out the task alone. She believes that
she learned more than her classmates who worked in a group. She received no
methodological assistance to solve the task - she had to find her way alone. She based
herself in what she thought a 16 year-old would be able to do after having completed the first
year of upper secondary education (VG1). The teacher (supervisor) gave no hint about what
was important, so she had to check it out by herself. She was given freedom and the
opportunity to find out what was adequate for teaching in VG 1. She feels that the teacher in
the college was a good coach. He was good to initiate thought processes, which she thinks
led her being creative in carrying out her task.
Among other things, she found out that the training in VG 1 is four years behind what a 16
year-old will face in the work life. This means that many textbooks are old and should not be
used. The new ones are on the net.
55
3. Reflective commentary (from the perspective of HiAk)
She describes the practice period that provided here with a wide range of practical
experience and learning in the field of fibre technology, especially regarding error detection
and error correction. The focus is on the content.
3.1 The report - structure and content
The report from the practice period is descriptive and not very comprehensive or deep. The
student provides the reasons for focussing on the specific practice and trades. She justifies
her selection by stating that her teaching areas determined what she had selected, and she
points out some challenges for the teachers in the Electricity and Electronics programme.
The student describes the content and the quality of diverse work tasks she had to carry out
with in the company.
The documentation has been deLered in a document with 7 pages, which consists of a
merge of text and pictures. In the examples below, she explains what she has done during
practice and illustrates with pictures:
“I have extended 96 fiber cable. I have used shot machine, measuring equipment and placed
dimming in the new instruments.”
4. Reflection on the project results
The level of reflection expressed in the report is rather “poor”. The documentation does not
refer to becoming a vocational teacher, but rather on the content of the trade (electro/
electronic) and its professional qualifications. It is more like a conclusion without any
reflections and connections to the profession of “vocational teacher”. That means the
documentation and the reflection have no didactical focus.
The student attempts to link what she has learned in the company to her job as a vocational
teacher in the Program for Electricity and Electronics (EE) in her report. However, it is not
clear how significant the practice in the company has been for her. Nevertheless, by reading
56
in-between the lines, one gets the message that the practice was useful. Since the student
had not made an explicit connection between the praksis in the company to her job as a
vocational teacher in her report, she was interviewed and given the opportunity to explain
how she understood this connection. She mentioned then that she had had interesting
discussions with her company mentors about issues related to what is taught in the school
and what the company expects the pupils to know when they become apprentices. Particular
attention was paid to the fact that the school was using outdated books.
During the interview she expressed the high significance of the praksis for development of
her skills in her subject area (in-depth), i.e., electricity and electronics. The purpose of her
praksis was not to develop her competence in the breadth part of the curriculum (VH1). The
breadth and depth of expertise required for teaching the curriculum in technical and
vocational education is expressed as an inverted T as shown in Figure 1.
Figure 1 “T-curriculum”
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Section 4: The Danish case descriptions (students’ projects)
Example 4.1 The project of the student K in the company M:
Regulation of an electrical motor
Introduction
The student K spent five months of his engineering education in a practice-based learning
placement, internship (Praktik), at the company M. This is a compulsory part of the Bachelor
studies in engineering. The student’s project is described below with the following focus:
 How has the internship been initiated and prepared (as a case of university-enterprise
cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received?
1. Preparation of the student’s project
At Aalborg University the study programmes (studieordning) were recently changed, so they
would comply with other study programmes at the technical colleges. All bachelor
programmes in engineering at the technical colleges have always included an element of
internship (Praktik).
At Aalborg University the previous study programmes did not include internship as the
engineering educations had been expected from the internship, because of the PBL-structure
of the studies. It was previously argued that the students would get enough practical
experience from the project and group work which was the central part of their studies. From
2007 this was changed, so the internship was made compulsory for the students from
Aalborg as well. The changes were not made on the basis of pedagogical arguments (e.g.
“the students would learn more from the internship and thereby get a better education”), but
were a classical budget cutting exercise.
The Ministry of Education did not have to pay the university any fees for the five months of
internship. Student K was among the first students from Aalborg to participate in the new
internship programme. With the new study programmes, the fifth semester (first half of the
third year) is dedicated to the internship. The semester is structured as follows; the students
are offered training courses equal to 12 ECTS. These courses are held in the beginning of
the semester, from February until the end of March. The internship will then start at app. April
1st, and last until September or October, with the possibility of a short summer break. The
internship equals 18 ECTS.
Student K’s internship was prepared through a training course, especially targeted at the
problems and challenges foreseeable in the internship and courses of a more engineering
specific content. The time, form January to march, was also used for several contacts to the
internship company. The initial contact to the company was provided by the supervisor at the
university. Through these contacts it was agreed that K should work in the engineering
department and he should work on a very specific project in motor regulation. Before arriving
at the company (early April 2008) K had followed a training course in regulation theory, so,
he should be very well qualified for the job.
2. Defining the student’s task and shaping the related project
The definition of the student’s tasks was based on the urgent need of the company to solve a
very specific problem regarding motor regulation in one of their machines. K worked closely
with a group of engineers, especially his contact person A.The project work was concerned
with a specific motor regulation problem with one of the company’s machines which were
already in production, but still not working satisfactorily. The task then was to produce a
model of the motor, a model of the regulation and optimise the software. Through several
58
tests it was concluded that the motor would start and run better with the new software and
consequently the new software was implemented in all new machines and was stored for
implementation in future machines.
3. Documentation and reporting of the results
The internship was documented in a report (66 pages and appendixes) and the report and
the internship was evaluated at an oral examination with an external examiner and a
supervisor from the university. The examination took app. 2 hours.
The content of the report was:
1. Description of company M
2. The products of M
2.1. Products: The machines, detailed description
2.2. The work tasks of the student
3. Resent developments of the company M
4. Organisation and management
5. Certification – Quality, environment and work environment
6. The machine – description of construction and function
7. Motor regulation – Description, construction of model, solution to problem,
implementation of solution, tests.
8. Conclusion
Appendixes
4. Reflection on the internship
The student K was very pleased with the internship; he learned a lot and found out what it
was like to work in an engineering environment. “I had to take care of everything in the
assignment – from software to hardware, everything” Equally important was, still according to
K, the cooperation with the other engineers, who were very willing to help, whenever help
was needed. The ability to solve the assignment and the ability work on an equal footing with
fellow engineers was a great boost the self-esteem of the engineer-to-be.
The supervisor from the University fully agree to all this, the internship has been of great
value to the students. But she had some reservations though. First, she was able to make
the same conclusions as the students; confidence and the boosting of self-esteem is a good
thing.
However, she found something missing in this. Normally, in an ordinary PBL programme at
Aalborg University, the student would work in a group on a certain project assignment. They
would also help, or rather educate, one another with the problems presented to them in the
training courses. This peer learning is missing in the internship and the students
consequently miss that part of their education. The result is a less secure handling of
theoretical issues presented in the training courses and a less secure handling of theoretical
problems not present in the assignment of the internship.
This also points to the problem of the training courses. The training courses are not an
integrated part of the internship semester, but are the same courses made for the students
that continue their studies to the master level. Therefore, the internship students will not get
the same qualifications from the courses as the other students, benefiting from the peer
learning in the groups. So, even if the internship was a very positive experience, there are
some problems in the way the entire fifth semester is organised – the very tight schedule of
the training courses in February and March makes it difficult for the internship students to
benefit from peer learning and thereby reach a level normally expected. This could call for
some changes in the overall programme, but again the pedagogical arguments would fall
short compared to the missing economy in the whole internship program.
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Example 4.2 The project of student P in the company B: Group
development in the company B, producer of marine equipments
Introduction
The student P spent five months of her Business Administration education in a practicebased learning placement, internship (Praktik), at the company B.
The student’s experiences are described below with the following focus:
 How has the internship been initiated and prepared (as a case of university-enterprise
cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received?
1. Preparation of the student’s project
Student P was part of the masters programme in business administration specialising in
organisational learning at the Department of Learning, Aalborg University. The masters
programme in organisational learning is a two year (4 semesters) programme, open to
anyone with a bachelors degree (as part of the normal 3+2 structure of most study
programmes at Danish universities). In the master programmme busines administration,
organisational learning the students have the possibility of spending one semester (third
semester, normally) in a praktik arrangement in a private or a public organisation. This is a
voluntarily part of the master studies in business administration, but almost all students take
advantage of this opportunity. It is up to the students to find a praktik company, and it is up to
the students to make the contacts and the arrangements nessecary. Normally, this poses no
problems, as the student are master students and do hold a bachelors degree before
entering the programme. In the praktik semester the students are offered traing courses
before entering the praktik – courses preparing them for the praktik.
Student P was eager to get in contact with a manufacturing company and through a friend
she got in contact with Company B. Company B is a medium sized manufacturer of marine
equipment, mainly employing highly specialised, skilled metal workers and engineers. The
company culture is a very maledominated ”blacksmith” culture, with a very relaxed and
straight forward (some would say rude) way of communicating. As part of a lean project the
company has gradually cut the numbers of middle managers and organised its workshops as
self-governing groups. In order to enhance productivity and improve communication between
the groups and the management it was decided to organise a series of group development
talks/discussions.
From her friend student P knew that company B was planning this series of talks, and she
send the company an application for a Praktik placement. In her application student P
emphasised her interest in the group development talks and how she would be able to assist
the managers in organising these talks. Even if the company allready had employed two
other students in praktik arrangements, they found the application so interesting that a
praktik arrangement was setteled. It was agreed that student P should assist the
management in preparing, organise and evaluate the talks as well as participating in the
actual talks with the groups.
2. Defining the student’s task and shaping the related project
The task was easily defined, as the agreement was focused on the group development talks.
The task was divided into a before (preparation), the actual talks and after (evaluation). The
task was very much defined by Student P herself, and she was responsible for the planning
and execution of the project.
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3. Documentation and reporting of the results
The project was documented in a 25 page report, whish also formed part of the basis for the
9th semester exam. The report is structured in three parts; preparation, the talks and
evaluation. The report gives a very detailed account of the group discussions, and is very
straight forward when it comes to conflicts and disagreements. After one of the preparatory
meetings between the management and a union representative, she wrote about her
reflections:
“Reflections: Honestly, I was amazed, I mean the way the meeting was conducted – it was
kept in a very rude tone. I became aware that the task I had made for myself would not be an
easy one, as there was no or only little backing for the development talks from the group
managers, from the union representatives and from the men in the production. I get a hunch
that the employees in the production are far from ready to handle the talks”.
These initial talks, preparing the group talks, turned out to focus on a lot of negative things dissatisfaction are very obvious in this. This makes student P discuss the content and the
focus of the group talks with the production managers. They agree that the content of the
talks should be economy, the goals of the company and the organisation of the work, so all
men in the production groups are aware of the present and future situation of the company.
Student P proposed that the focus of the talks should be held in a much more positive tone,
than in the very negative and harsh initial talks.
In her report student P documents the group talks – twenty in all.
The first case tells about a rather troubled work group. The talks, though, are more
successful than anticipated, even though the language is still rough and very frank. The
union representative was still very negative and most of the men doubted the realism in the
goals set by the management team.
The second group talk was very different from the first one. The mood in the second group
was much more relaxed and the group manager did not take much notice of the preparation
of the talks. In the actual group development talk the production manager was the one who
did the talking and the result of the talks was rather weak. In the first group it was possible to
discuss some real problems, which in itself was something. In this second group this was
never achieved. This talk was therefore only partly successful. Some of the problems with
the new production groups were confronted, but managers and the men in the production
groups, refrain from discussing more delicate issues like the psychical work environment.
The conclusion from these first group talks was some insecurity about the preparation of
the talks. This was discussed with the production managers and it was agreed to make sure
that the talks was prepared more carefully in order to secure a more positive outcome – then
the men in the production groups should know what was the aim of the talks, so that the talks
would not end up in just … talk.
The remaining group development talks were just as different as the two mentioned here.
In part three of the report student P reflects on her Praktik. In order to evaluate the group
talks student P called all production- and group managers to a meeting. During that meeting
it became obvious that the production manager still was very concerned with goals and
measures of the production, and did not value the human resource side of the talks, but
anyhow, the managers found that the talks had been very fruitful, as matters normally not
discussed openly suddenly became an issue for the talks.
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4. Reflection on the internship
Even if student P was doubtful about what she had achieved during her Praktik, the
managers said they were very pleased with her presence:
”When I had finished my praktik, I felt that I had not given them anything useful. But several
of the managers said that they were very pleased that I was present for the group talks,
because I could help them when they were uncertain about what to say and to ensure that
they complied with the agreed framework for the talks.
Student P found out that she had been able to support the managers and she had been able
to help without really knowing it or justifying it in any way. Her self-evaluation of the process
and her conclusions from the meeting were expected to be received with mixed feelings in
the company, because the things she presented to them in the report often went against the
maledominated production culture, but still they seemed to be able to see the possiblity of
using group development talks in the future.
Student P did not know how the company management, like the CEO, received the
conclusions of the final report, but they must have been positive as student P was invited to
make her master thesis in the 10th semester with the company. When she came back to the
organization to write the thesis, she could see some changes in the organization based on
the conclusions from the 9th semester report. In all a very successsful praktik, despite the
cultural clash between a blond girl from a university and a very male dominated blacksmith
culture.
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Example 4.3 The project of student L: Evaluation of training
courses in the company C
Introduction
The student L spent four months of her Business Administration education in a practicebased learning placement, internship (Praktik), at the company C.
The student’s experiences are described below with the following focus:
 How has the internship been initiated and prepared (as a case of university-enterprise
cooperation)?
 How has the student’s task and the related project been shaped?
 How has the student’s work been documented and reported?
 How have the student’s results been received?
1. Preparation of the student’s project
Student L was part of the masters programme in business administration specialising in
organisational learning at the Department of Learning, Aalborg University. The masters
programme in organisational learning is a two year (4 semesters) programme, open to
anyone with a bachelors degree (as part of the normal 3+2 structure of most study
programmes at Danish universities). In the master programmme busines administration,
organisational learning the students have the possibility of spending one semester (third
semester, normally) in a praktik arrangement in a private or a public organisation. This is a
voluntarily part of the master studies in business administration, but almost all students take
advantage of this opportunity.
Normally it is up to the students to establish the contact to the companies, but in this case
the contact to the company C was established through the university supervisor, who knew
the company through previous research assignments with the university. As the university
supervisor also knew that student L had a special interest in the areas that the company C
was working with, it was fairly easy to establish the contact. Student L found the company so
interesting that she thought that the actual assignment was less important. She was sure
that she would find something to do during her internship.
After having sent a written application to the managing director of the company C, student L
was invited to a job interview. The company had a department servicing local municipalities
and it was agreed that student L should be part of this department for four months. It was
also agreed that student L should be paid for her internship and a letter of employment was
signed. There was nothing in this letter about any assignment or task for student L to take
on, only an agreement on the duration of the internship. That meant that student L were
expected to meet at the departments office on a certain date, and the tasks that she should
take on were to be agreed upon from that moment. Therefore she was unable to prepare
anything for her internship. Instead she read everything she could get her hands on about
the company C and its products and services.
2. Defining the student’s task and shaping the related project
The idea was that student L should work on an equal footing with the other consultants, but it
became clear that this did not work as intended. The consultants maintained contacts to the
costumers/local municipalities and the consultants helped the customers on very specific
tasks, and they worked very individually, and did not involve others in their work - least of all
student L. Student L only participated in a few meetings and only as a secretary.
At a meeting with the department manager, student L told him about the frustrating situation
and it was agreed that she should take on an assignment concerning evaluation of a series
of training courses held by some of the department’s consultants.
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“Date 12:46, had a meeting with CS due to the frustrations I felt due to the lack of work and focus of the missing
projects (see personal logbook). It was a productive meeting where we reviewed the working paper I had made in
relation to "The project active learning". It was agreed that KS will make a draft and I will fill the holes and
generally work more on it tomorrow, so it can be sent out tomorrow afternoon. We need to make a schedule, a
presentation, an overview (Planning) and sent out a request for a meeting.” (From the logbook)
The idea was to make a status report and propose some possible improvements. Student L
did some interviewing and it was found out that the customers had very well received the
training courses, but the consultants were far from satisfied as they thought that they did not
reach their audience the ways they had liked to. They also expressed some concerns for the
courses, as they could not see ways of improving their training courses.
Student L therefore started a series of interviews with representatives from the customers
and with the consultants. This work was documented in a report for the management and the
consultants in the company C.
3. Documentation and reporting of the results
During her internship student L documented all meetings, tasks and her thought about the
internship in general, in a logbook. The logbook also formed the basis for her final report for
the university as well as the report for the company.
There was a problem, though as the education for a master degree in business
administration, organisational learning is concerned with, well, organisational learning. This
was hardly reflected in the reports. Because the department manager, who also acted as the
company supervisor, had a background in political theory, he was very interested in the
political side of the matter and had no interest in any organisational learning. The supervisor
from the university though otherwise; he was very much concerned with organisational
learning and therefore there was a discrepancy between the report made for the university
and the report made for the company.
4. Reflection on the internship
The work of student L was very well received in the company. With Student L’s work and her
report it had been possible to revitalise a project that had been almost put to a hold. The
consultants liked this, as the company Courses and the purpose of these courses had not
been evaluated since 2004. With student L’s project it was possible to reconsider the aim of
the courses and it was possible to rearrange the entire setup of the courses in question.
“Data 13:23. Project ideas:
1) Analysis of cooperation in "the project active learning" - how to create a community of practice across teams.
2) Many costumers make demands on their employees that they must attend various courses. How, who and
when - how to ensure the quality of the courses. Is an extension of the evaluation of the courses necessary? How
do you make them 'better' so that participants get more out of the product?
3) How important is the evaluation of the courses + questionnaire and the possibilities and limitations of
participation (perhaps in relation to different forms of evaluation). (Inspiration found in Article: Evaluation as
regulation of learning).” (From the logbook)
The university supervisor thought this was fine also, but he missed the organisational
learning part of this, as there was only little about the learning processes of the consultants
and of the department in general. Therefore the report partly missed the point when it comes
to the educational goals as stated in study plans and the curriculum of the master program in
organisational learning.
Student L thinks this is due to the fact that she had not made a clear agreement with the
company and the department manager before entering into the internship. Whit a clearer and
more elaborated idea of the assignment she could have made a very good report on
organisational learning in the department in the company C, and she could easily have made
this on the basis on the assignment that she got.
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But because of the political perspective of the department manager and because of the every
day tasks she was doing in the department, the organisational learning aspect slipped more
and more into the background.
In terms of the assignment and the outcome of the internship – the evaluation of the courses
- student L’s internship was a success. Also as a learning process it was successful, but in
terms of a university report answering the demands of the study plan, there were some
doubts, but not more than over all the semester had been an interesting experience –
student L had definitely learned a lot.
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Example 4.4 The project of the student S: Communication and
change in the department of a hospital
Introduction
The student S spent five months of her Business Administration education in a practicebased learning placement, internship (Praktik), in a department of a hospital.
The student’s experiences are described below with the following focus:
1) How has the internship been initiated and prepared (as a case of university-enterprise
cooperation)?
2) How has the student’s task and the related project been shaped?
3) How has the student’s work been documented and reported?
4) How have the student’s results been received?
1. Preparation of the student’s project
Student S was part of the master’s programme in business administration specialising in
organisational learning at the Department of Learning, Aalborg University. The master’s
programme in organisational learning is a two year (4 semesters) programme, open to
anyone with a bachelor’s degree (as part of the normal 3+2 structure of most study
programmes at Danish universities). In the master programme business administration,
organisational learning the students have the possibility of spending one semester (third
semester, normally) in a practice arrangement in a private or a public organisation.
This is a voluntarily part of the master studies in business administration, but almost all
students take advantage of this opportunity. It is up to the students to find a practice
company, and it is up to the students to make the contacts and the arrangements necessary.
In this case Student S had had a brief contact to the department through a previous
assignment at her studies. She and two other students had made some interviews at the
department and here she learned that there was a very interesting restructuring process
going on. She then again contacted the person responsible for HR, and this person also
acted as contact person during the practicum. Student S wrote a letter to all employees
explaining the purpose of her stay in the department.
2. Defining the student’s task and shaping the related project
The task was not easily defined. At first student S wanted to investigate the integration of
new employees in the department. As a result of the initial interviews, student S had seen
that the department employed several staff members of different nationalities. Some of these
foreign staff members seemed to face some problems when trying to get accustomed to the
work processes of the department. Some in the department saw this as a problem of
different national cultures and different backgrounds, but Student S saw some more basic
problems, that she wanted to analyse further.
During her stay at the department she participated in and observed management meetings,
coffee meetings among the employees, meetings with the secretaries and in all observed the
daily routines of the department. That is having informal talks with employees, observing
work and cooperation between colleagues in laboratories, offices and during lunch and
coffee breaks. She also participated in a new-year party for the foreign employees. This was
all with the intention of getting an overview of the work and the everyday life in the
department, but also to gain confidence from the employees and the management so they
would be willing to participate in interviews. At the end of the stay in the department Student
S made five longer interviews with representatives from five different work groups in the
department. The purpose was to identify and analyse the problems that existed in the
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organisation and it became clear that the problems was not just a question of different
backgrounds and different nationalities, but was of a more profound kind.
The department had had a rather large increase in its funding, but this increase was based
on demands of an equal increase in productivity. This caused a lot of stress on the
department and its processes and consequently on the employees. There were also some
obvious problems internally in the management group. The former head of the department
had resigned and the present was only in a temporary position. This caused the managers to
fight among them for the future permanent position as permanent head of department. This
power struggle affected all other employees and the different work groups had started telling
stories about “the other” work groups – causing a lot of animosity among the groups. On top
of that the increased work load and shortage of staff meant that the department had
employed colleagues with a non-Danish background and they also had to be integrated in
the work of the department. This proved difficult; as the Danish employees thought that the
foreigners were far to willing to follow the management and were sometime seen as disloyal
to the workgroups.
From this initial analysis, Student S wanted to analyse the problems further and possibly be
able to come up with some plausible solutions. The further analyses showed that the
problems could be traced back to the increased work load and the missing or negative
communication among employees. The employees would tell stories about the other work
groups and in all the communication between the work groups was missing. Therefore the
knowledge of the work in the other working groups was inadequate, ignorant and in some
cases nothing but prejudices. This, of cause, created a lot of animosity among the groups.
Another problem was the weekly management meetings, where senior staff met to discuss
the different work tasks. These meetings were not used for an open dialogue about the work,
but instead these meetings were used by the senior members to position themselves in the
hierarchy. Another reason for this lack of cooperation was the fact that some employees
were only members of the department on a temporary basis. They were in a kind of
practicum and their future career depended upon a positive assessment of their work.
Therefore they did not want to be seen as someone causing any problems.
In all the organisation is disintegrated and in many ways dysfunctional, in the sense that the
employees tell very negative stories about one another and are unable to help integrate new
members into the organisation. This is of cause evident in the case of the foreign employees
where language barriers are used as an excuse for not integrating them into the
organisation.
During this work Student S was communicating with HR-manager and at the end of her stay
she had two consultations with the HR manager, where the results of her investigations were
discussed. Student S wanted the HR manager to understand the role of the negative stories
as she saw them as the key to solving the general problems of a dysfunctional organisation
and the specific problem of integrating new members into the organisation. During their talks
it was agreed that as soon as a permanent head of department was appointed the HR
manager should confront the new head of department with the problems.
3. Documentation and reporting of the results
The project was documented in a 25 page report which also formed part of the basis for the
9th semester exam. The report is structured in two parts; a part presenting the analysis and a
second part presenting the talks between the HR manager and Student S. During her stay in
the department Student S also wrote a diary where she documented all interviews,
observations as well as her own reflections. The dairy formed the data for the project report.
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4. Reflection on the internship
The work of Student S was very well received – suddenly someone was able to point to the
problems that were evident to all. The university would have liked to see more interviews with
more members of the organisation, but this was not possible as the temporary management
would not allow interviews with all members. Student S would have liked to elaborate more
on her results, so she e.g. would have been able to present a more elaborated plan to the
HR manager. But because of the limited time schedule this was not possible.
In all, all parties was very pleased with the result of the project, even if this project and the
task given to the student was very difficult – negative stories and distrust is not necessarily
something for students to handle – even seasoned consultants could have a hard time
confronting such problems. But Student S did very well – both in terms of her achievements
during her stay, as well as in terms of her academic achievements at the university.
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Example 4.5 The project of the student S at the company V:
Developing the arrangements to guide visitors through a complex
waste management plant
Introduction
The programme with the official name “Learning and change processes” is a two-year
Masters programme at Aalborg University, Department of Learning. The idea behind the
programme is to give students with bachelor’s degree competencies in organisational
learning and change management. As part of the programme the students spend one
semester (In most cases the third semester - app. 6 months in all) in a practicum
arrangement in a business company. The students are expected to make all arrangements
concerning the stay in the company and the university do not provide any assistance in
finding practicum placements – it all for to the student to make the arrangement.
The Student S has a background as a teacher and wanted to stay in a business company, as
she had previously worked on study projects with public sector organisations.
The company V A/S is a large waste management company. The company V is working with
recycling and combustion of waste for energy production. The company consists of four
departments (
 Municipality Service: The company V supports municipalities in a series of activities in
waste and recycling, including the operation of municipal waste collection service.
 Combustion: In 2008 sat the record production by burning 563,000 tonnes of household
and commercial waste from around 865,000 individuals and 60,000 companies.
 Electricity and heat: By burning waste the company V produces electricity to approx.
80,000 households and district heating to approx. 75,000 households.
 Consumer service: The company V provides advice on proper waste management, and
arrange courses for schoolchildren. The Student S was working in the latter department.
1. Preparatory arrangements
There was hardly any preparation of the practicum placement; no written agreement, no
agreement of confidentiality and no agreement concerning duration, content and task of the
student. According to the study programme this is a perfectly normal procedure, but it is not
in line with the overall recommendations of the university. In the general study
recommendations of the university, the students and their supervisors are recommended to
make both agreements of cooperation and agreements of confidentiality when engaging in
projects with organisations outside the university (see incl.). This did not happen in this case.
The Student S found the practicum placement through a friend, who has a family connection
to the management of the company V and it was decided that that the Student S should work
on a project in consumer service and the idea was to integrate the personnel from the other
departments in the visiting and teaching programmes of consumer service.
In this case there were no written agreements, and it was up to the student to arrange and
organise the placement. The idea behind this is to make the practicum placements a part of
the students learning process. The student should learn to organise the contact with
organisations outside the university. Another point is to keep the practicum placement as
simple, easy and un-bureaucratic as possible and normally it works fine. This was also the
case here. The Student S’s practicum placement was in any respect a success, but there
were some misunderstandings that could have been prevented if there had been some kind
of agreement.
Firstly it turned out that the company representatives did not have any idea of the purpose
and the content of the education. The name of the education is not at all informative and
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when the Student S appeared in the company, it came as a surprise to some of the
employees. Also the Student S felt a bit confused, as she did not know in the beginning what
to do. There was no assistance from the university and it was all up to her.
Apart from some confusion the missing preparatory arrangement caused no problems, but a
clearer description of the task and a written cooperation/confidentiality agreement would
have made things clearer for all. Some initial discussions between student, university and
company would definitely have been helpful.
2. Practical phase
The practicum went fine. The Student S made her project and she was helped bout by the
contact person at the company and by the university supervisor. The Student S was working
on a project seeking to involve employees from the other department in the visiting
programmes of consumer service. So far there had been a kind of unwillingness if not
resistance to doing this, but through interviews with the different workgroups, through
participation in meetings and so on, the Student S managed to develop a different
understanding of the importance of having visitors and the underlying tension between the
different workgroups gradually disappeared. “Now we can enter the control room without
being looked at with suspicion” the company representative said.
During the practicum there was no contact between company and university and all
communication between the parties went through the Student S. This was no problem, but
future arrangements ought to make some kind of contact between the parties, because even
if this particular arrangement went fine, there would be no guarantee that all practicum
placements will run as smoothly as this one. Now, things went fine, but in case of
misunderstandings or even conflict there is no backup or agreement that could guide the
parties to some kind of solution.
3. Follow-up phase
In all, the practicum placement was a great success in terms of results for the student and
the practicum company as well as in terms of academic achievements at the university.
According to the Student S she learned a lot from the practicum and the contact to the real
world was very challenging and very interesting. She produced a 70 page report for the
university which she handed in, in due time and defended successfully at the exam in
January, 2010. So, this part, the academic part, was a success. The company part was
equally successful as The Student S was able to assist the customer service department in
solving some of their problems they had been working on for a while.
4. Further effects
The company is used to having students and apprentices in practicum arrangements. The
company is engaged in app. 19 PhD programs with universities and is part of the ordinary
practicum scheme for apprentices becoming skilled workers. But the company has so far not
been involved with practicum on a bachelor or masters level. This could change in the future
due to the success of the Student S's practicum. After the practicum the Student S was hired
on a temporary contract to help implement the projects she has been working on and when
the Student S’s present employment agreement will end (April 1st) the company is looking for
other ways of employing her, due to the success of her practicum.
Conclusions
To the Student S the practicum has been a very challenging but also very giving experience.
She learned a lot. She had some reservations though. First the missing preparations; it is
obvious that the practicum should have been prepared through discussions between
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company representatives, university supervisor and student. Some written agreements would
possibly have helped. The study program itself does not really fit the reality of the practicum.
The study program wants the student to plan and execute a change process, but it is
doubtful if this is possibly for a university student to be able to execute a change process in a
private company. This is too ambitious as most companies would not have the students to
manage a change process themselves. This is a task for the management, not for a visiting
student.
The company representative also found the practicum a great success. The department got
a new set of eyes to look at the problems they were facing. The extension of the practicum
into a temporary employment contract proves this. The company representative would
though have liked to be informed better before the practicum, and would have liked to see
some kind of written agreement.
The university supervisor also found the Student S’s practicum a great success. It is obvious
that the Student S was granted the time necessary to fulfil her obligations to her studies. The
written report was excellent and the presentation of the project at the oral examination was
impressive. The practicum arrangement itself also seemed a success. The missing
preparations are according to the university supervisor not a problem – at least not for the
academic part of the semester. It is part of the learning process that the student should be in
the driver’s seat and make all arrangements of the practicum. It is obvious though that the
study in change management should obey the general rules of the university and make the
written agreements necessary. The preparations could of cause have been made much
better; a much more elaborated written agreement could have helped clear some of the
misunderstandings in the beginning of the practicum.
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Section 5: The Irish case description (preliminary example)
Example 5.1 The report on the placement of the Engineering student EC in the
company AD
This case description is based on information provided by student EC on his placement
(COOP) at company AD, January to September 2009, in the context of studies for honours
Bachelors (Irish National Qualification level 8) BSc in Electronic Systems. EC carried out his
placement in a major semiconductor company.
1. How was the placement initiated and prepared?
Placement followed UL normal procedure (see UL macro-case 1 Cooperative Education).
Student attended CV and interview skills workshops. The Company was familiar with UL
COOP through participation for more than 30 years. Student was pre-selected by UL Co-op
Office and the company’s HR department for interview based on paper-based CV, placement
dependant on successful interview.
At the start of the placement there was an inital week of induction for training in various
important aspects of working in the company; policy/rules, manual handling and
familiarisation with the in-house tracking system, and how to wear the P.P.E. (personal
protective equipment) while out in the production environment (AD is a semiconductor
manufacturer).
2. How was the student’s placement tasks and activities shaped?
Student tasks are not prescribed by UL in detail, individual professionals or teams in various
departments of AD bid internally for COOP placements by offering projects suitable for
students following specific UL programmes. Successful students are assigned an individual
supervisor and normally carry out an extensive task. In this case, after initial work to
familiarise the student with the normal operation of the wafer and die probe area of AD’s
production, EC was assigned a task to characterise the contact resistance, probe to bond
pad, of two different probe tip profiles for high current applications. Other tasks included work
with the equipment to maintain probe tip profiles for normal production test and various
“housekeeping” tasks.
EC was also required (by UL) to discover and document detailed information about AD:
company profile, history, structure, additional detail of the specific section in which he worked
(Test Engineering –wafer probe area).
EC was visited at least once by relevant UL Faculty, with individual and joint discussion
between EC his AD supervisor and UL Faculty.
3. How were the student’s activities documented, reported and credited?
Prior to placement the student produces a detailed CV.
During placement a Work log and AD internal documentation were completed
At the end of placement a UL Coop Report was prepared by EC: 10,000 words: under the
headings:
 Summary of placement,
 Company history,
 Structure of the company and my work area,
 Student’s main responsibilities,
 Skills Learned
 Appendices (additional relevant detail of work carried out)
The AD supervisor prepared an internal evaluation.
The visiting UL faculty prepared a visit report and submitted it to UL COOP Office.
The same UL Faculty member graded EC’s COOP Report.
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4. How has the outcome of this placement been utilised?
EC received Pass/Fail credit for this placement, a P is necessary to achieve the required
time credits for graduation.
Reflection on what has been learned during the placement forms a major part of the COOP
Report EC reported improved basic work skills, ICT skills, problem solving skills and
communication skills, this self analysis accounts for nearly half the report.
Note also that UL students on COOP are paid a normal salary by their employer thus
contributing to the student’s evaluation of self-worth and sense of personal and professional
responsibility.
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Example 5.2 The report on the placement of the Engineering student DM in the
company ISC
This case description is based on information provided by student DM on his placement
(COOP) at company (ISC), May 2008 to January 2009, in the context of studies for honours
Bachelors (Irish National Qualification level 8) BE in Electronic Engineering. DM’s tasks
related to testing of large software systems.
1. How was the placement initiated and prepared?
Placement followed UL normal procedure (see UL macro-case 1 Cooperative Education).
Student attended CV and interview skills workshops. The Company was familiar with UL
COOP through previous participation. Student was pre-selected by UL Co-op Office and the
company’s HR department for interview based on paper-based CV, placement dependant on
successful interview.
DM reports that initially she felt indatequately prepared for the responsibility she was given,
as the software scripting tasks she was assigned were in langauges she had no previous
knowledge of, but the team in which she worked were very helpful and she was given
adequate time to upgrade her knowledge and skills using manuals and on-line training.
2. How was the student’s placement tasks and activities shaped?
Student tasks are not prescribed by UL in detail; DM’s tasks were defined by the ISC team to
which she was assigned and by her immediate supervisor. They were academically validated
by the visiting UL faculty member BA.
DM initially wrote scripts in PERL for software validation purposes, when competent at this
task and for the major part of her placement she wrote scripts for the RTL department. RTL
design was new to DM so she learned on the job, the tasks were complex and precision was
required, again fellow team members were very helpful and patient as she learned. Often this
work was carried out under pressure as the scripts were needed urgently. DM comments that
this was good experience for future employment.
DM was also required (by UL) to discover and document detailed information about I(SC):
company profile, history, structure, additional detail of the specific section in which she
worked. Reporting on this is a major part of her written COOP report.
She was visited at least once by relevant UL Faculty, BA, with individual and joint discussion.
3. How were the student’s activities documented, reported and credited?
Prior to placement the student produces a detailed CV.
During placement a Work log and I(SC) internal documentation were completed
At the end of placement a UL Coop Report was prepared by DM: 10,000 words: under the
headings:
 Summary of placement,
 Company history,
 Structure of the company and my work area,
 Student’s main responsibilities,
 Skills Learned
 Appendices (additional relevant detail of work carried out)
The I(SC) supervisor, SM, prepared an internal evaluation.
The visiting UL faculty, BA, prepared a visit report and submitted it to UL COOP Office.The
same UL Faculty member graded DM’s COOP Report.
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4. How has the outcome of this placement been utilised?
DM received Pass/Fail credit for this placement, a P is necessary to achieve the required
time credits for graduation.
Reflection on what has been learned during the placement forms a major part of the COOP
Report. DM reported that by far the most important improvement in her knowledge and skills
related to problem solving particularly as applied to software code testing and debugging,
she comments that this activity was both irritating and rewarding. DM also reports significant
knowledge gained of LINUX, PERL, RTL, and XML not extensively studied previously and
this will be useful during the rest of her college work and in her future professional career.
This self analysis accounts for nearly half the report.
Note also that UL students on COOP are paid a normal salary by their employer thus
contributing to the student’s evaluation of self-worth and sense of personal and professional
responsibility.
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Example 5.3 The report on the placement of the Engineering student AS in the
company DSFA
This case description is based on information provided by student AS on his placement
(COOP) at company DSFA, June to August 2009 (3 months), in the context of studies for
honours Bachelors (Irish National Qualification level 8) BSc in Electronic Systems. AS was
placed in the Alternate Programme designed to give work experience for student who are not
placed in a company involved in their major study area. AS was placed in the office of a
Government Department dealing with the public.
1. How was the placement initiated and prepared?
Placement followed UL alternative procedure. AS was prepared for COOP in the normal way
by attending CV and interview skills workshops and his CV was circulated to appropriate
companies. However, AS was not successful in obtaining a placement with a company
involved in his major subject area. There are two possible reasons for this: UL COOP Office
was unable to source sufficient directly relevant placements, or, student on academic
probation (because of poor grades) are not allowed on COOP until grades are cleared so
come late to COOP. The former was the situation for AS. The Alternative Programme is
designed to give students a general experience of the world of work and to enable them to
improve their transferable skills.
2. How was the student’s placement tasks and activities shaped?
Student tasks are not prescribed by UL in detail. AS worked as a clerical officer in a
Government Department dealing with the general public, enquiry desk, telephone enquiries,
and back office tasks relating to entry and maintenance of paper and computer based
records. These tasks were the same as the normal work of other 7 clerical officers in the
department, as assigned by the 2 managerial grade staff. The office worked flexi-time with
some fixed hours associated with specific tasks, this was a new experience for AS. Initially,
AS was trained and worked closely with one of the office managers, then, after about two
weeks, worked independently as part of normal task rostering with support as necessary fro
colleagues.
AS was also required (by UL) to discover and document detailed information about DFSA:
profile, history, structure, modus operandii, and additional detail of the specific section in
which he worked. Reporting on this is a major part of the written COOP report.
3. How were the student’s activities documented, reported and credited?
Prior to placement the student produces a detailed CV.
During placement a Work log and DFSA internal documentation were completed.
At the end of placement a UL Coop Report was prepared by AS: 10,000 words: under the
headings:
 Summary of placement,
 Company history,
 Structure of the company and my work area,
 Student’s main responsibilities,
 Skills Learned
 Appendices (additional relevant detail of work carried out)
The DFSA supervisor prepared an internal evaluation.
Students on the Alternative Programme are not always visited by UL Faculty, AS did not
report a visit.
Marking of AS’s COOP Report was assigned to a member of his academic department.
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4. How has the outcome of this placement been utilised?
AS received Pass/Fail credit for this placement, a P is necessary to achieve the required time
credits for graduation.
Reflection on what has been learned during the placement forms a major part of the COOP
Report. AS reported gain of significant “people” and team working skills. Much of the job
involved dealing with the general public so AS gained significant experience of problem
solving and dealing with difficulties and how to behave in conflict situations. AS also states
that although his placement was not related to his area of study it was of significant value
and the experience and skills gained will be very helpful in his future professional career.
Note also that UL students on COOP are paid a normal salary by their employer thus
contributing to the student’s evaluation of self-worth and sense of personal and professional
responsibility.
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Section 6: The Slovenian case descriptions (interviews on students’
projects)
Example 6.1 Interview with student DV: Overview on the Praksa
arrangement
The interview was made as a discussion between the interviewee and Tina Dolenc. The
answers were written down during the interview.
1. Information on the study programme and practice-based learning arrangements:
The student’s study programme belongs in the area of informatics and sociology. The
programme includes practical work in company and practical seminars that were organised
by the faculty. The student has completed all his obligations.
2. How has the contact with the company been made?
The initiative for cooperation was taken by the student who sent a written application for
practical training to the company. The application that also contained student’s biography
was sent by email. The company contacted the student by phone and arrange a face-to-face
meeting with the company representative. After an interview the student was accepted for
practical work.
3. How have the students’ tasks been defined?
The student’s tasks have been set during the face-to-face meeting between the student and
his mentor in the company. After a meeting the mentor has confirmed the tasks by sending
an email to the student. Between the company and the faculty there was no communication,
because the student has arranged all by himself.
4. Are there domain-specific requirements or specific restrictions about the type of
practical work that need to be considered?
While selecting the type of practical work the student needed to consider the requirements
and the restrictions. The practical work need to belong in the area of social informatics,
otherwise it is necessary for the student to do an additional project or small research. The
student was not able to follow all his own interests in shaping the tasks, because these were
set according to the company’s priorities.
5. How has the student’s practice-based learning been launched?
Before starting the practical training there was an introductory meeting at the faculty.
Preliminary discussion was held by the coordinator of practical training at the faculty. The
student also had an introductory discussion in the company with his mentor.
6. How has the student’s work been defined?
The student’s practical work was linked to the curriculum contents of the study programme.
The student presented his interests to his mentor in the company. According to that and to
the company priorities were defined the tasks.
7. Has there been arranged specific support by faculty and by company during the
student’s practice-based learning phase?
There has been arranged specific support by the coordinator of practice-based learning
every week during the office hours, but the student had no need to attend these. The
company has had periodic meetings with all employees, but these were not intended to the
feedback on my work.
8. How have the results been presented in the company during the practice-based
learning phase?
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There have not been any regular student’s work presentations in the company, neither any
discussion on pre-final results.
9. In which way have the results been documented and presented at the faculty?
The faculty held a final seminar, but company representatives were not present. In this
presentation also the colleagues and the coordinator of practice-based learning participated.
All students needed to prepare written reports and short presentations based on given
guidelines of the coordinator.
10. In what way have results been received at the university?
Formal recognition of the practical training, which included 450 hours, brought 15
credits. The assessment procedure was based on written reports, presentations and meeting
deadlines of the final product. Company representatives also completed a brief report on
student’s work. The practice-based learning experiences can play an important role in
continuing the study, since these give an idea for a thesis or master's degree.
11. What is your overall judgement of the benefits of students’ projects for different
parties involved?
Student’s benefit is in recognition of practical work after graduating, when the student is
searching for prospective employer. The faculty sees the benefits in acknowledging that the
students of this program are properly trained and guided and also in presenting and
promoting the programme. Company’s benefit is greater than just performing a certain work.
During the practical work the company can get to know the students knowledge and his
skills. According to that the company can assess weather the student’s profile is appropriate
for the company.
12. Are there other issues that need to be taken up for higher effectiveness of
practice-based learning?
The amount of practical training (450 hours) is appropriate since student gains enough
knowledge that can be used after graduation. Because of study commitments undertaken at
the same time, work in an organization is limited. The practice-based learning should be
carried out when there are no other obligations for the students at the faculty.
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Example 6.2 Interview with the student PC: Self-organised distance
work in a virtual organisation
The interview was made as a discussion between the interviewee and Tina Dolenc. The
answers were written down during the interview.
1. Information on the study programme and practice-based learning arrangements:
The student is about to the programme of Social Informatics that fits in research area which
discusses interactions of information technologies and today’s society. Students of this
programme need to complete 450 hours practice-based learning with taking part in different
workshops and practical work in a company. The student has completed 405 hours of
practical work and took part in 5 different workshops (175 hours).
2. How has the contact with the company been made?
The student has already been working in the company before launching practice-based
learning. The initiative was taken by the student, who proposed to the superior to carry out
the practical training. The superior has agreed with student’s proposal and provided him a
mentor. The arrangement was set during a face-to-face meeting.
3. How have the students’ tasks been defined?
The student’s assignments and responsibilities have already been defined, because during
the practical work he was performing the same tasks as before the practical training.
According to that the student’s tasks have been specified in advance by oral agreement.
4. Are there domain-specific requirements or specific restrictions about the type of
practical work that need to be considered?
Yes, some domain-specific requirements and specific restrictions about the type of practical
work need to be considered. According to that the practical work needs to meet the area of
social informatics. The student’s work was completely linked to the curriculum contents of the
study programme. This means that the student and the company could both follow their
interests in shaping the tasks.
5. How has the student’s practice-based learning been launched?
At the beginning of the academic year there had been an introductory seminar about
practice-based learning organised by the faculty. During the seminar the students’
obligations were presented. On the other hand the student did not have any introductory
discussions in the company only a face-to-face meeting with his superior mentioned above.
6. How has the student’s work been defined?
The student’s tasks have been completely customized to meet the needs of the hosting
company and at the same time the tasks have been linked to the curriculum contents of the
study programme. The student’s mentor set the assignments on day-to-day or weakly bases
in line with the needs of the project he was working on.
7. Has there been arranged specific support by faculty and by company during the
student’s practice-based learning phase?
The students have had a support from the faculty and academic supervisor all the time. They
had individually meetings with academic supervisor only if needed. Students could also find
all information about practice-based learning and communicate with academic supervisor on
subject’s website. The student was also communicating and discussing with his mentor daily
about his tasks and quality of his work.
8. How have the results been presented in the company during the practice-based
learning phase?
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The student has regularly reported about performed tasks to his mentor. During practicebased learning phase the student and his mentor have also had several discussions on prefinal results.
9. In which way have the results been documented and presented at the faculty?
The students needed to prepare final extensive written reports about completed practicebased learning and present their practical work at the concluding seminar at the faculty. At
the concluding seminar participated the student’s academic supervisor, his mentor and other
students that were also presenting their practical work.
10. In what way have results been received at the university?
The student was given 15 credit points and a final grade. The grade was based on final
report, mentor’s assessment of the student’s practical work in the company and grade from
the workshops we have taken. Practice-based learning experiences were significant help for
continuation of the student’s studies and writing Bachelor thesis. The student also believes
that these are useful experiences for his future carrier.
11. What is your overall judgment of the benefits of students’ projects for different
parties involved?
All three parties involved have many benefits. Students gain much needed experiences from
real situations, they get ready soon enough to work within business world, they get
opportunities for employment in the company, where they completed practical work.
Companies are recognizing and gaining new, young, fresh and ambitious manpower. Faculty
gets or keeps its good reputation, as it sends its students with broad and extensive
knowledge from different fields to companies.
12. Are there other issues that need to be taken up for higher effectiveness of
practice-based learning?
The student’s opinion is that practice-based learning is very efficient. Academic supervisor
improves practice-based learning arrangements every year based on preliminary
experiences, because at the end of every academic year he evaluates its execution.
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Example 6.3 Interview with student MV: Learning and working with
e-resources
The interview was made as a discussion between the interviewee and Tina Dolenc. The
answers were written down during the interview.
1. Information on the study programme and practice-based learning arrangements:
The study programme is based on informatics and sociology and is called Social Informatics.
The emphasis is on researches between society and ICT. The programme includes practical
work in companies/organisations and practical seminars. The seminars are organised by the
faculty. The student has chosen the Excel and SPSS seminar, Video seminar, On-line survey
seminar and Web design seminar and has completed all obligatory activities.
2. How has the contact with the company been made?
The initiative for the contact was taken by the faculty that invited the companies to participate
as a host of practical work. The faculty has a web page, where publishes all work
descriptions offered by companies interested in cooperation. The student looked through the
offers and wrote an application that was sent via e-mail to the coordinator of practice-based
learning. The coordinator forwarded his application to the company representative who called
the student on his cell phone to arrange the meeting. Before launching the practical work in
company the student has had a face-to-face interview with company representative.
3. How have the students’ tasks been defined?
During the preparation main communication was between the faculty and the company. The
company was invited to participate with written invitation. After that the communication
between the faculty and the company was via e-mail or phone conversation. Once the
contact between the student and the company representative was established, the faculty did
not communicate with the company any more. The students work was not specified in
advance. The student and his mentor have only set an unwritten agreement that the student
will work on several fields what will help him to gain as many experiences as possible.
4. Are there domain-specific requirements or specific restrictions about the type of
practical work that need to be considered?
There are domain-specific requirements and restrictions about the type of practical work that
need to be considered. The practical work needs to meet the area of social informatics. The
student did not have the opportunity to follow his own interests in shaping the tasks. The
tasks were set by the company representative who considered the restrictions of the faculty.
5. How has the student’s practice-based learning been launched?
There has been an introductory lecture at the faculty. The coordinator of practice-based
learning presented the students obligations and main restrictions that need to be considered.
The student also had an introductory discussion in the company with his mentor.
6. How has the student’s work been defined?
The student’s practical work has been linked to the curriculum contents of the study
programme. The student’s mentor in the company has a degree of the same study
programme as the student so he knew what kind of practical work to provide to the student.
7. Has there been arranged specific support by faculty and by company during the
student’s practice-based learning phase?
The student has had a lot of faculty seminars and peer learning meetings with other
students. The student needed to choose a few of obligatory seminars arranged by the
faculty, and attend them. The student did not attend any meetings with the academic
supervisor but was in contact with him via e-mail. On the other side the student has had
regular meetings with his mentor in the company.
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8. How have the results been presented in the company during the practice-based
learning phase?
As mentioned above the student has had regular meetings with his mentor in the company.
After every completed task the student and the mentor had a meeting. First the student
presented the results of his work and after that they had a discussion on the results. The
mentor gave the instructions how to improve the student’s work.
9. In which way have the results been documented and presented at the faculty?
At the faculty has been a concluding seminar where each of the students represented his
practical work in the company and at seminars. There have been present only the students
and professors, but not company representatives. The student has also need to prepare
extensive written reports, based on given guidelines from the faculty.
10. In what way have results been received at the university?
The student was given 5 credit points and a grade for his practical work. The grade included
attendance and results of the seminar and mentor’s assessment of the student’s work. The
student’s practice-based learning experiences did not play a significant role in planning the
further studies, because those studies are mostly theoretical and not practical enough.
11. What is your overall judgement of the benefits of student’s practical work for
different parties involved?
All three parties have benefits of student’s practical work. The student gains a lot of practical
experiences and determines the field of work that corresponds to him. The company can
acquaint with the knowledge of the student and also with the study programme. Besides that
the practice-based learning can be a good promotion of the study programme.
12. Are there other issues that need to be taken up for higher effectiveness of
practice-based learning?
The student thinks that practical work should be obligatory in every year of study programme
for 2 months. During the practical-based learning there should be no lectures. The
programme curricula should include more practical work and less theoretical.
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Example 6.4 Interview with the student RM: The role of supervisors
and mentors
The interview was made as a discussion between the interviewee and Tina Dolenc. The
answers were written down during the interview.
1. Information on the study programme and practice-based learning arrangements:
The students study programme is called Social Informatics and represents an interaction
between informatics and social sciences. The programme includes practical work in
company and practical seminars organised by the faculty. The student has attended a few
seminars and did his practical work in two different companies.
2. How has the contact with the company been made?
The faculty invited the companies with a letter to participate as a host of practical work. All
the practical works offered by companies have been published on a web page indented for
the subject Praksa. The student looked through the offers and sent an application and CV to
the coordinator of practice-based learning. The coordinator sent his application and e-mail
contact to the company representative. The company representative contacted the student to
arrange a face-to-face meeting before launching the practical work.
3. How have the students’ tasks been defined?
The student’s tasks were defined during face-to-face meeting before the student’s practical
work started. The tasks were specified only with verbal agreement. The communication
between the faculty and company during the preparation phase was mainly via email and
phone. Once the company has made a contact with the student, the main communication
was between the student and company representative or his mentor.
4. Are there domain-specific requirements or specific restrictions about the type of
practical work that need to be considered?
There are requirements and restrictions about the type of practical work. If the restrictions
are not considered the student needs to do additional homework or research. The student
did not have the opportunity to follow his own interests in shaping the tasks. The tasks were
set by the company representative. According to that the company could set his own
priorities, but the student could not follow his own interests.
5. How has the student’s practice-based learning been launched?
There has been an introductory lecture at the faculty, but the student did not attend it. The
student had an introductory discussion in the company with his mentor. The discussion was
about 10 minutes long and they have set the student’s tasks.
6. How has the student’s work been defined?
The student’s practical work has been linked to the curriculum contents of the study
programme and also customised to meet the needs of the hosting company. The company
representative or the mentor has set the tasks according to company priorities.
7. Has there been arranged specific support by faculty and by company during the
student’s practice-based learning phase?
There have been a few seminars organised by the faculty, but the student did not attend
them. During the practical work the student had regular meetings with his mentor in the
company. The mentor has set new tasks and gave a feedback about the work that has
already been done.
8. How have the results been presented in the company during the practice-based
learning phase?
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As mentioned above the student has had regular meetings with his mentor in the company.
During those meetings the student and his mentor have discussed the pre-final results. The
student did not present his results to anyone else except to the mentor.
9. In which way have the results been documented and presented at the faculty?
The student has presented his work only during the concluding seminar at the faculty. The
presentation also attended his colleagues and the coordinator of practice-based learning, but
not the company representatives. The student has also need to prepare extensive written
report, based on given guidelines from the faculty. The written report did not include concrete
results but only the implementation of practical work.
10. In what way have results been received at the university?
For practical work the student was given 5 credit points and a grade. The grade included
mentor’s assessment and assessment of the complexity of student’s work. The student’s
opinion is that practice-based learning experiences do not play a significant role in planning
the further studies.
11. What is your overall judgement of the benefits of student’s practical work for
different parties involved?
(No specific comments)
12. Are there other issues that need to be taken up for higher effectiveness of
practice-based learning?
(No specific comments)
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